DOCUMENT RESUME

ED 476 842 EC 309 600

AUTHOR Molloy, Patty

TITLE Family/Educator Guide to Washington's Special EducationServices. Revised Edition.

INSTITUTION Washington Office of the State Superintendent of PublicInstruction, Olympia.

PUB DATE 2002-07-00

NOTE 85p.

AVAILABLE FROM Washington Office of the State Superintendent of PublicInstruction, Old Capitol Building, P.O. Box 47200, Olympia,WA 98604 (Document no. 02-0037). Tel: 888-595-3276 (TollFree); Tel: 360-586-0126 (TDD); e-mail:speced@ospi.wednet.edu. For full text: http://www.k12.wa.us.

PUB TYPE Guides - Non-Classroom (055) Reference Materials General(130)

EDRS PRICE EDRS Price MF01/PC04 Plus Postage.DESCRIPTORS *Disabilities; Disability Identification; Due Process;

Educational Legislation; Elementary Secondary Education;*Federal Legislation; *Partnerships in Education; Referral;*Special Education; *State Legislation; Student Evaluation;Student Placement; Transitional Programs

IDENTIFIERS *Individuals with Disabilities Educ Act Amend 1997;*Washington

ABSTRACT

This guide, designed for families of children withdisabilities and educators in Washington state, is intended to provide ashared understanding of special education and encourage partnership for thechild's benefit. Each section specifies what families and educators shouldexpect, their responsibilities, possible questions to ask, and theirdiffering perspectives. A summary of federal and state laws and regulationsincludes highlighted themes of the 1997 reauthorization of the Individualswith Disabilities Education Act. Next, referral procedures are addressed anda timeline of the special education process is provided. Other sectionsaddress the following aspects of special education: evaluation; theindividualized education program; special education services; placement andleast restrictive environment; transition services; and proceduralsafeguards. Five appendices include: (1) products available from theWashington State special education office; (2) a list of acronyms; (3)

definitions and resources about specific disability categories; (4) a list ofWashington State resources; and (5) a list of national resources includingInternet sites. (DB)

Reproductions supplied by EDRS are the best that can be madefrom the original document

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02-0037

Family /Educator Guideto Washington's Special Education Services

Revised Edition

Dr. Terry BergesonState Superintendent of Public Instruction

Mary Alice HeuschelDeputy SuperintendentLearning and Teaching

Mickey Venn LahmannAssistant Superintendent

Curriculum and Instruction

Kathy M. BartlettDirector

Special Education Learning Improvement

Bob HarmonAssistant Superintendent

Special Programs

Douglas H. Gill, Ed.D.Director

Special Education Operations

This material is available in alternative format upon request. Contact SpecialEducation, (360) 725-6075, TTY (360) 586-0126. The Office of Superintendent ofPublic Instruction (OSPI) complies with all federal and state rules and regulations

and does not discriminate on the basis of race, color, national origin, sex,disability, age, or marital status.

This document is also available at the OSPI website, www.k12.wa.us.

July 1998April 1999

Revised July 2002

Acknowledgments

The special education sections at OSPI would like to acknowledge thecontributions of the parents and educators throughout the state who providedtheir input and insight into the content of the second edition of this guide.

In particular, we thank Patty Molloy for writing and revising this document. Wealso thank the ARC of Washington State's Family/Educator Partnership Projectcurrent and former staff for their interest and expertise in the development andrevision of this guide, including Sue Elliott, Susan Atkins, Patti Bell, Bobbie Bull,Lydia Harrison, Lance Morehouse, Linda Price, Bev Sweet, Cindy Christianson,Fran Hogan, and Monica Myers.

Members of the Family/Educator Partnership Project Advisory Board and othersreviewed the guide and helped shape the final product, including RobertaBrannon, Marcia Fankhouser, Hans Landig, Christie Perkins, Jim Rich, andPatricia Rodriguez.

We would also like to acknowledge and thank the families and educators whogave such thoughtful and insightful quotes. We wrote the guide for both familiesand educators; however, to align with federal language, children are referred toas students throughout, except for specific references directed to parents andfamilies.

The guide is not a substitute for or a complete description of the State ofWashington Rules for the Provision of Special Education to Special EducationStudents, Chapter 392-172 Washington Administrative Code (WAC). All laws aresubject to change by legislation and by court decisions.

We intend the information to be helpful to parents and educators. It is not ourintent that the guide be used as legal advice relating to any child's specificcircumstance. The rules are available from the Office of Superintendent of PublicInstruction (see Appendix A), the OSPI website, or the Family/EducatorPartnership Project at (888) 754-8798.

INTRODUCTION: A FRAMEWORK FORSUCCESS

Amendments to federal legislation support the educational success of studentswith disabilities in new and significant ways. In the 1997 Amendments to theIndividuals with Disabilities Education Act (IDEA '97), Congress states:

"Over 20 years of research and experience has demonstratedthat the education of children with disabilities can be made moreeffective by"Strengthening the role of parents and ensuring that families ofsuch children have meaningful opportunities to participate in theeducation of their children at school and at home."[Section 601 (5) (B)]

This revised edition of the Family/Educator Guide to Washington's SpecialEducation Services incorporates the amended state and federal regulations.These changes create new opportunities for parents and educators to worktogether to ensure student success. By working in partnership, parents andeducators can share ideas with mutual respect for each other's knowledge of thestudent's strengths, needs, interests, and preferences.

One of the guiding principles of family/educator partnerships is the importance ofa shared vision for the student's success. From the preschool years throughyoung adulthood, parents and educators play critical roles in helping studentswith disabilities identify and describe what they want to accomplish as they growand make plans for their lives. This vision is part dream and part goal; somethingto aim for and yet something achievable. By embracing the student's dream,parents and educators can help the student with a disability turn that vision intoan educational plan that will help the student reach his or her full potential.

Special education is a vehicle for implementing that educational plan. Everystudent who has a disability, whose educational performance is adverselyaffected by his or her disability, and needs specially designed instruction qualifiesfor special education. Special education guarantees each eligible student whosedisability affects his or her educational performance the basic right to a freeappropriate public education (FAPE) designed to meet his or her uniqueeducational needs.

This publication encourages family/educator partnerships as a way to helpensure that every student with a disability has the opportunity to learn to his orher full potential. This guide promotes shared understanding of special educationamong families and educators. The guide is unique in that it presents informationfor families and educators so each can see and learn from each other'sperspective.

The guide aims to:

Help families and educators to develop a vision for each child, gaincommon knowledge and understanding of the special educationsystem, and learn ways to support students with disabilities inachieving educational success.

Offer suggestions about how general education and specialeducation teachers can collaborate to create family-friendlyenvironments and promote strong communication with families.

Share ideas about how families and educators can work together,proactively, positively, and constructively for the benefit of studentswith disabilities.

What Is in the Guide

This guide is organized into eight content areas:

1. Federal and State Laws and Regulations2. Referral Procedures3. Evaluation4. Individualized Education Program (IEP)5. Special Education Services6. Placement and Least Restrictive Environment7. Transition Services8. Procedural Safeguards

Content areas following federal and state legislation begin with a definition andbrief description. The guide then presents information about the topic from twoperspectives, side-by-side: families and educators. The side-by-side informationaddresses two issues: "what to expect" and "questions to ask." Discussion ofeach topic closes with a section called "things to do together." This sectionincludes ideas and suggestions for family/educator partnership activities.

I ask myself, "Is my vision for my child similar to the vision I havefor my other children? Do I focus on disability-related needs or do Ithink about things like learning, friendships, and a sense ofbelonging?"

72

A Parent

FEDERAL AND STATE LAWS AND REGULATIONS

The cornerstone federal legislation for the education of students with disabilitiesis the Individuals with Disabilities Education Act (IDEA). IDEA explains howstudents with disabilities will access a free appropriate public education (FAPE).On June 4, 1997, Public Law 105-17, the IDEA Amendments of 1997, wassigned into law. Figure 1 presents the major themes of IDEA '97.

At the state level, chapter 392-172 of the Washington Administrative Code(WAC) has been amended to align state regulations with changes in IDEA '97.Chapter 392-172 WAC requires that special education students are ensured

access to the general education curriculum so that the students can meet theeducational standards of the school district. The state's educational standards

are called the essential academic learning requirements (EALRs). They embodystrong academic standards and improved educational results for all students.Figure 2 presents a summary of education reform and accountability in

Washington State.

These federal and state laws share several themes about educational successfor students with disabilities:

Parent participation in meetings and decision making plays aprominent role in increasing educational results for all students.High standards and access to the general education curriculum arecritical for the school success of all students.New assessment and reporting practices will hold schools andstudents accountable for learning and identify areas that need

improvement.

Revised Definitions

The amendments to the Washington Administrative Code change a number ofdefinitions that support special education services.

Parent. The term "parent" as defined by WAC means a natural oradoptive parent, a legal guardian, an adult person acting in place of aparent (such as a grandparent or aunt), or a surrogate parent who hasbeen appointed in accordance with WAC 392-172-308.

Surrogate Parent. The school district must assign a person to act as a surrogatefor a special education student when (1) no parent can be identified, (2) afterreasonable efforts the whereabouts of a parent cannot be discovered, or (3) thestudent is a ward of the state. The person selected as a surrogate may not haveany interests that conflict with the interests of the student that he or sherepresents, and he or she must have knowledge and skills that ensure adequaterepresentation of the student. A person selected as a surrogate may include butnot be limited to a foster parent willing to make educational decisions on behalf ofthe student or an employee of a nonpublic agency that only provides

noneducational care for the student, in addition to others. DSHS caseworkers,OSPI employees, and district employees cannot act as surrogates.

Special Education Student. This term refers to any student, enrolled in schoolor not, who has been identified as having a disability, whose disability adverselyaffects the student's educational performance, and whose unique needs cannotbe addressed exclusively through education in general classrooms with orwithout individual accommodations. If a student needs only a related service andnot specially designed instruction, then the student is not a special educationstudent.

Special Education. This term includes specially designed instruction and anynecessary related services or accommodations provided to an eligible student atno cost to parents, in conformance with the student's individualized educationprogram (IEP), and designed to meet the unique needs of the student. Specialeducation is a general, overarching term used to refer to all services provided toan eligible special education student.

Specially Designed Instruction. This term means organized and plannedinstructional activities which adapt, as appropriate, the content, methodology, ordelivery of instruction to the needs of the individual student so that the studentcan access the general curriculum and meet the educational standards that applyto all students. Specially designed instruction includes instruction conducted inclassrooms, in the home, in hospitals and institutions, and in other settings. Italso includes physical education, but does not include individualaccommodations within general education that alone would be sufficient andeffective to meet the learning needs of the student. Specially designed instructioncan be provided by qualified special education certificated staff or designed andsupervised by this staff and carried out by general education certificatedpersonnel or trained classified staff as described within the student's IEP.

Related Services. This term refers to services required to assist a specialeducation student to benefit from special education. Related services mayinclude transportation or other developmental, corrective, preventative, orsupportive services if they are required to assist a special education student tobenefit from special education.

4

Figure 1IDEA 1997 Reauthorization Themes

The Individuals with Disabilities Education Act Amendments of 1997 (IDEA)raises academic expectations for students with disabilities and strengthenslinkages between special education and general education. Some major themesof the revised law include:

Providing services to young children: Part C of IDEA ensures infants andtoddlers with disabilities access to early intervention services. IDEA,Section 619, provides funds to states to ensure children aged 3 through 5 withdisabilities receive special education services.

Increasing access to the general curriculum: IDEA acknowledges theimportance of integrating students with disabilities into the general educationprogram. Participation in the general curriculum is enhanced through the IEP byrelating a student with disabilities' education to what a nondisabled student islearning. In addition, the law promotes ways of involving general educationteachers in developing, reviewing, and revising the IEP. IDEA requires that theIEP team consider all areas of disability, whether or not commonly linked to thesuspected disability of each student, and develop goals and objectives tied to thestudent's educational needs.

Promoting higher expectations for students with disabilities and agencyaccountability: IDEA promotes high expectations for students with disabilitiescommensurate with their particular needs while ensuring meaningful andeffective access to the general curriculum.

Strengthening the role of parents and fostering partnerships betweenparents and schools: IDEA includes several provisions aimed at promoting theinvolVement of parents, including that they have opportunities to participate in allmeetings in which decisions will be made affecting the education of their child.

5

10

Figure 2Summary of Education Reform and Accountability in

Washington State

Three fundamental concepts underlie Washington's educational improvementplan for all students:

Essential academic learning requirements (EALRs): Washington adoptedstatewide academic standards for reading, writing, communication, mathematics,science, social studies (history, geography, civics, and economics), arts, andhealth and fitness.

Opportunity-to-learn standards: The plan focuses on what schools andeducators must provide to enable all students to achieve the EALRs, including:

Access to quality general education curricula and instructional materials.

Access to support services, including special education services, free lunchprograms, and behavioral support, as well as access to safe school buildings.

Assessment and accountability: To the extent possible, the assessmentsmeasure progress toward the state learning goals. Two provisions are ofparticular importance to special education students:

The assessments will relate directly to the EALRs and not be biased towardpersons with different learning styles, racial or ethnic backgrounds, or on thebasis of gender.

The state superintendent will consider methods to address the unique needsof special education students when developing the assessments.

For more information about Washington State's educational reform andaccountability efforts, visit OSPI's website at www.k12.wa.us/reform.

Today we are all challenging a long history of prejudice and low expectations forpeople with disabilities. Without careful planning, nurturing, education, andsupport, the old attitudes will prevail by default. The safeguards of IDEA aremaking new kinds of lives possible for individuals like my son and all the otherpeople he interacts with in his school and community.

A Parent

In the past, special education was characterized by alternatives to the generaleducation process. In the future, I believe special education will be characterizedby alternatives to the special education process.

Dr. Doug Gill

As a mother of a son with a disability, I have a desire to constantly be improvingthe system he travels through on a daily basis. I have found through listening tothe people that serve him, that they have a true and abiding affection for thesechildren. This is more than a job to them. What they need, not unlike thestudents, is resources. They need advocates seeking out best practices, training,materials, and support. More and more I am seeing this as the other part of myrole as a parent of a disabled child. Not only do I need to be his advocate, but Ineed to be an advocate for the system that educates him. If I can support thesystem, they, in turn, will be better able to support him and all students.

A Parent

Table of Contents

Introduction: A Framework for Success 1-2

Federal and State Laws and Regulations 3-7

Referral Procedures 9-15

Evaluation 17-22

Individualized Education Program (IEP) 23-34

Special Education Services 35-39

Placement and Least Restrictive Environment 41-44

Transition Services 45-53

Procedural Safeguards 55-62

Appendices

A: Products Available From OSPI Special Education. This appendixlists products that are available from OSPI Special Education. A1-A2

B: Acronyms. This appendix includes a list of acronyms used in the guide orthat you may find in other resources. B1-B3

C: Disability Categories. This appendix presents definitions and resourcesfor further information about specific disabilities. C1-C3

D: Washington State Resources. This appendix includes resources thatthe reader may find helpful for further information D1-D10

E: National Resources. This appendix includes resources at the nationallevel and Internet sites that provide resources and information about studentswith disabilities and their families E1-E2

REFERRAL PROCEDURES

A referral is a request to find out if a student has a disability and qualifies forspecial education services. Anyone can make a referral. A referral must be madein writing unless the individual is unable to write. Sometimes referrals come froma student, the student's family, teacher, doctor, or others concerned about thestudent.

When a referral is made, the district must document the referral and send writtennotice to the student's parent. The written notice describes the learning concernand identifies who the parent may contact at the district for more information.With the notice, the parent should receive a copy of the school district'sprocedural safeguards'.

District staff study existing information and school records and may talk withothers who know the student, including teachers, family, and health careproviders. Input about the student at school, at home, and at play helps create acomplete picture of the student's strengths and needs.

Within 25 school days, the district must determine whether the student should beevaluated for eligibility for special education services. After studying thisinformation and within the time limit, the district sends the parent written notice ofwhether or not an evaluation is needed (see pp.17-18). If the districtrecommends an evaluation of the student, the district must get the parent'swritten consent before the evaluation begins.

If the parent does not consent to an evaluation, but the district believes thestudent needs to be evaluated, the district may ask the parent to participate inmediation or request a due process hearing to ask an administrative law judge toorder an evaluation.

'Procedural safeguards protect the parent's rights to participate meaningfully in decisions aboutthe child's educational program. For further information on procedural safeguards, see pp. 55-62,or visit the OSPI website at www.k12.wa.us.

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What to Expect

Families Educators

Letters to read. The school district willsend you a letter with information aboutthe referral and a copy of the district'sprocedural safeguards. The writtennotice will describe the concern aboutyour child's learning, steps that schoolstaff are taking to gather information,and who to contact for moreinformation. Sometimes the notice ofevaluation is sent at the same time.

Strong emotions. Parents often reportthat they feel a range of emotionsrelief, fear, anger, and griefwhenthey learn that their child might have adisability. The child may have strongfeelings, too. Parents suggest that ithelps to work through their own andtheir child's feelings and not denythem. Talking with another parent whohas a child with a disability can be a bighelp. Support and information helpmake the process go more smoothlyfor the whole family.

A team effort. There are often manypeople who know and work with thestudent. The district will want to be surethat all these points of view are sharedand used in the referral process. Findout who is coordinating the referral(sometimes this person is called a casemanager or resource coordinator) andshare information about the student'slearning needs. Learn aboutcommunity resources so that you canshare information with families (seeAppendix D as a starting point).

Forms to complete. Each districtfollows state guidelines to developspecial education services forms that fitits needs. If you want to make a referraland are not familiar with the district'sforms, the special education director,building principal, or schoolpsychologist can help you completethem. Forms are available in alternativelanguages and formats on request.

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What to Expect

Families Educators

Information gathering. The schoolpsychologist and other school staffoften start the referral process withinformal meetings and phone calls.Talking with the child, his or herparents, and others who know the childcan ensure that school staff is aware ofall the important things about the childand his or her family that might beinfluencing the child's learning. If thechild's or parent's primary language isnot English, or the child's disabilityprohibits him or her from understandingor hearing English, the district willtranslate information or provide aninterpreter as needed.

Start a file. Many parents suggeststarting a file at home to keep track ofthe information about the child'sdisability. (See Appendix B forcommonly used terms and Appendix Cfor definitions of disabilities.) Also, besure to keep a copy of all forms youcomplete, information you receive, andletters you write. Parents alsorecommend keeping notes from phoneconversations about their child'sdisability and putting the notes in thefile.

Share information about previousservices. Do not assume that theschool staff know about a specialschool or tutor your child may havehad.

Provide samples of a student'swork. When making a referral, try toinclude photographs or examples of thestudent's work that illustrate yourconcern. For example, a student's dailywork, recent homework, or results of atest help others understand yourspecific concerns about the student'slearning.

Designate the family's contactperson. Be sure to clarify who iscoordinating the referral. Make sure allparticipants keep the contact personinformed as they complete theirresponsibilities. The contact person, inturn, needs to keep the family involvedand informed about the process.

Clarify communication limits. Do notassume that parents know that schoolstaff cannot communicate with doctorsand other private service providerswithout a parent's written consent.

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16

Questions to Ask

Families Educators

Ask the school psychologist or yourchild's teacher:

Q. What specific behaviors or skills aredifficult for my child?

Q. What strategies have been tried inthe classroom with my child toreduce or address the problem?How have these strategies workedso far?

Q. How can I share my child'sstrengths and interests with you?

Q. What information will help youdecide whether to evaluate mychild?

Q. What options are available if mychild qualifies for special education?

Q. What options are available if mychild does not qualify for specialeducation?

17 12

Ask the child's parent:

0. What is your child's learning andbehavior like at home?

Q. What are your child's strengths,interests, and delights?

Q. What learning style works best foryour child?

Q. What concerns do you have aboutyour child's learning or interactionswith others?

Q. Are your child's learning difficultiesrelatively new, or do you see anongoing pattern?

Q. Has your child expressed concernsabout his or her learning orclassroom activities?

Q. Are there other people you wouldlike us to talk to that would help usunderstand your child better?

a,

Things to Do

Arrange to meet briefly (or talk by phone) to get to know each other. Thesemeetings may help balance the discussion of the student's learning and giveparents and educators opportunities to talk about the whole child. Parents canshare information about the child at home as well as results from any testingthe student has had before. When the child has received early interventionservices or private tutoring, the staff that provided these services cancontribute information about the student's development and learning. Thepsychologist or other school staff can share examples of the student'sschoolwork and social behavior. For older students, a teacher who alreadyknows the child, parents, and other family members can provide helpfulinsights and information.

Involving a group of people who know and care about the student strengthenshis or her education program. If the student speaks a language other thanEnglish, be sure to involve the bilingual/ESL teacher. When all team membersrespect and learn from each other, the team members work better together.Seek out other team members who have a positive attitude. Together, set thetone for identifying the student's learning needs and identifying the specialeducation services that she or he may need.

Questions about how long the process takes come from parents andeducators alike. A sense of urgency often accompanies the referral. It isimportant to follow the timelines and keep the process moving. Yet often theanswers are not simple or straightforward. It takes time to collect informationand truly understand the student's learning needs. The referral process aimsto balance the need for action with careful consideration of information aboutthe student's learning abilities.

Be patient and keep the focus on the student's learning needs. Talk about thestudent's strengths and capabilities as well as needs. Work hard atunderstanding each other's concerns and points of view. Share your hopesand fears openly. Look at the child as a person first, then as someone whomay have different learning needs.

Aim to develop a respectful relationship that draws upon each person'sexpertise, insights, and concern about the child. The respect and trust that isbuilt up front may make a world of difference as families and educators gothrough the process together.

Learn about training and workshops in the community that address specialeducation topics and issues. Encourage parents, general education teachers,special education staff, and administrators to attend the sessions.

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18

Page 15 gives an overview of the timeline for special education. Families andeducators can review the timeline together to make sure everyone understandshow the process will proceed and when each step will happen. This review canhelp set realistic expectations and clarifies questions about the process.

I want to make sure that my daughter's teacher knows that she doesn't have tobe an expert on my child's disability to be a success as her teacher. She justneeds to be a teacher who cares about all her kids. At first, I heaped lots ofinformation about disabilities on my daughter's new teacher. I have sincediscovered that it is important for her teacher to see her as a kid first. To assumethat what works for other kids will probably work for my daughter. Probably. Mostof the time. At least start there, please.

A Parent

Sometimes, in our efforts to provide "special" services to people, we forget theordinary things people need every day: Friends, family, interesting and fun thingsto do, safety and security, routine, a chance to be needed, a chance to belong.

An Educator

14

Timeline

Student referred

Parent notified immediately

47

District reviews referral-decision whether to evaluate made in 25 school days

iDecision to evaluate

Parent asked for written permission

Parent signs permissionto evaluate

District begins evaluation

-----""Assessment completed within 35

school days of parent consent

Decision not to evaluate

Parent notified that student is nota candidate for an evaluation

Parent disagrees

District may challengeparent's refusal

End

Evaluation team and parent meet to discuss results of evaluation

Student eligible

Parent given written notice

Have IEP within 30 CALENDAR DAYS

Parent consent obtained for initial services

Start program as soon as possibleWAC 392-172-158

4IEP review yearly or more often, if needed

Student not eligible

4,Parent provided

written notice withinten school days

End

Parent disagrees, parent may challengedistrict decision

Parent does not consent, nospecial education services

Reevaluation every three years or more often, if requested or needed

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20

EVALUATION

An evaluation is used to determine whether or not a student is eligible for specialeducation services. An evaluation process is used to determine (1) if a studenthas a disability, (2) if the disability adversely affects the student's educationalperformance, and (3) if a student's unique needs cannot be addressedexclusively through education in general education classes with or withoutaccommodations. The school district follows federal and state regulations todetermine whether a student meets all three of these guidelines and, thus, iseligible for special education services. Evaluation results are used to determinethe nature and extent of the student's need for specially designed instruction and,if appropriate, necessary related services.

An evaluation must be completed within 35 school days after the student's parentgives written consent for formal testing. An evaluation involves a group ofqualified professionals selected by the district who are knowledgeable about thestudent and the area(s) of suspected disability(ies).

The composition of the evaluation group varies, depending on the student andthe nature of the suspected disability. When the student's suspected disability isa learning disability, the parent and a general education teacher or preschoolteacher are members of the evaluation group. For all other suspected disabilities,the parent provides information to ensure that the evaluation information is ascomplete as possible, but the parent is not necessarily a part of the evaluationgroup. Members of the evaluation group may include a school psychologist,general education teacher, preschool provider, occupational therapist, English-as-a-second language teacher, social worker, health professional, and otherswho know the student.

More than one test, procedure, and/or observation must be used to determineeligibility. No specific tests are required as part of the evaluation; however, theevaluation must address all areas of suspected disability and be sufficientlycomprehensive so that eligibility can be determined and, if the student is eligible,an IEP can be developed. This flexibility ensures that each student willparticipate only in tests that are necessary to determine his or her particulardisability and educational needs. An evaluation may include informal activitiessuch as watching a student work in class, checking physical problems, talkingwith child care providers or early intervention staff, and conducting formalscreenings of a student and his or her parent.

Students from diverse ethnic and cultural backgrounds are particularly vulnerableto bias. The entire evaluation process must be culturally and ethnicallyappropriate, including parental contacts, testing in a student's own languageunless it is clearly not feasible, and observations.

Each person involved in evaluating the student documents the findings of eachtest, procedure, or observation. This information provides the basis for theevaluation report. The evaluation report must be comprehensive enough so thatthe IEP team can develop the student's IEP.

For all categories of disability, the school district involves the student's parentand the evaluation group in a meeting to review the results of the evaluation anddetermine eligibility.

Two additional evaluation issues are important to mention: the independenteducational evaluation and reevaluation.

Independent educational evaluation. Parents may request an independenteducational evaluation of their child at public expense if they disagree with thedistrict's evaluation results. The district must either initiate a hearing within 15calendar days after receiving the request or ensure that an IEE is provided atpublic expense, unless the district demonstrates in a due process hearing thatthe evaluation obtained by the parent did not meet agency criteria.

Refer to the district's procedural safeguards notice for further details. Parentsmay always obtain their own independent evaluation, at private expense. TheIEP team or evaluation group must consider the results of independentevaluations if they meet district criteria.

Reevaluation. The district will reevaluate the student every three years orsooner if conditions warrant or if the parents or the student's teacher requestreevaluation. The same rules that apply to initial evaluations apply toreevaluations. Districts must get written parental consent for reevaluation withcertain exceptions. Parent consent is not required before reviewing existing dataas part of the evaluation. If the district has taken reasonable measures to obtainconsent and the parent has failed to respond, the district may proceed with thereevaluation without written parental consent. Refer to the procedural safeguardsnotice on file with your school district for further details.

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What to Expect

Families Educators

Forms to complete. You will receiveforms asking for your written consent totest your child. Your consent isrequired before the initial evaluationstarts. You have the right to withdrawconsent at any time. Be aware that thedistrict has an obligation to evaluatespecial education services if theybelieve the student requires services.

Purpose of the evaluation. Theevaluation will determine if your childhas a disability that affects his or herlearning and requires speciallydesigned instruction. The results willhelp the evaluation group learn whatyour child does well, how he or shelearns best, and whether your childneeds specially designed instructionand any related services.

Share developmental history. Yourchild's developmental history is animportant source of information for theevaluation. Sometimes the school staffalso need to ask specific questionsabout pregnancy and delivery. In somesituations, this information is critical todetermine the child's disability. Theschool staff appreciate your willingnessto share as much information aspossible.

19

Participate in the evaluation. Generaleducation teachers provide importantinsights about curriculum andinstruction and the student's learningand interaction with peers at school.IDEA requires greater involvement ofgeneral education teachers than in thepast, especially when the student is ormight be participating in the generaleducation classroom.

Evaluation reports. Each person whohelps evaluate a student mustdocument his or her findings andcontribute to the evaluation report.

Use a sensitive approach. Besensitive to the parent's level ofcomfort when gathering personalinformation. For example, sharinginformation about pregnancy anddelivery is sometimes embarrassing forparents, particularly those fromtraditional ethnic backgrounds or somerecent immigrants. Similarly, questionsabout marital and family relationshipsshould be asked with sensitivity.

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What to Expect

Families Educators

Get to know your rights. As theparent of a child with a disability, ithelps to become familiar with state andfederal laws that protect your child'sright to a free appropriate publiceducation (FAPE). Information aboutyour rights is available from OSPI (seeAppendix A). Publications are availablein alternative formats and languages,on request.

Your child may work with many newpeople. An evaluation gathers a widerange of information about your child,including cognitive (e.g., thinking,memory, or judgment skills), physical,emotional, and behavioral data. Often anumber of professionals withspecialized skills collect information.Thus, your child may meet and workwith many new people over a relativelyshort time.

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Be responsive. Anxiety and otheremotions are common responses asparents wait to learn about evaluationresults. Set a date when parents canexpect to hear from you. Call on thatdate, even if results are not available,or send an e-mail or note and givethem an update.

Avoid cultural bias. It is important toconsider the student's culturalbackground when giving tests. Makesure the individuals giving the tests notonly have expertise about the disability,but also have experience working withstudents who are culturally andethnically diverse.

Questions to Ask

Families Educators

Q. What can my child expect duringthe evaluation?

O. Are there ways that I can help mychild prepare for the evaluation?

Q. How can I contribute to theevaluation process?

Q. What tests and observations do youplan to use during the evaluation?

Q. When can I expect to learn aboutthe evaluation results?

Q. May I review the evaluation resultsbefore our meeting so that I canprepare questions?

O. Will there be someone available toexplain the evaluation results to meif I have questions?

Q. Do you have any concerns aboutthe school's plans to test yourchild?

O. Has your child had medical,educational, or other tests in thepast that the group should be awareof?

Q. In what way would you like us toshare evaluation results with you?

Q. Have we covered all your areas ofconcern?

Q. How do the evaluation results fitwith what you know about yourchild?

As a general education teacher, I've found that participation with a group ofqualified professionals is a great way for getting the whole picture of a child'slearning: What's been tried before, what worksand what doesn't.

An Educator

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Things to Do Together

Evaluation results help determine the presence or absence of a disability and theneed for special education services. However, this information is only part of thepicture. The shared knowledge of parents, classroom teachers, and educationspecialists is an important dimension of the evaluation. When the evaluation is athoughtful and deliberate process, shared understanding of the student'sstrengths and needs emerges. This shared understanding is the goal of theevaluation. Here are some ideas about how to develop this sharedunderstanding.

The evaluation presents an important opportunity to exchange informationbetween family and educators to really get to know the child and understandher or his learning needs. Sharing information thoughtfully and openly maymake a big difference in accurately identifying the child's learning needs.

Share insights about how the child functions in his or her own cultural groupcompared with siblings and same-age neighbors, cousins, etc. Discuss whatthe child is expected to do at a given age in his or her cultural group to betterunderstand social and cultural expectations of the child.

When meeting with everyone who is part of the evaluation group, askspecialists to explain their findings and reports to you. Their insights can helpyou better understand their perspective of the student's educational needs.

Sometimes the results of different tests or the conclusions of differentspecialists may contradict with one another. When this occurs, it is importantto consider all recommendations before making a decision about thestudent's need for special education services.

To value diversity is to build on individual strengths and gifts. Who are thesepeople beyond their deficits? What unique talents and perspectives do theybring? Through them, we as a community learn tolerance and the ability to seebeneath the surface differences. We learn the compassion needed to connect inmeaningful and satisfying ways. And, best of all, we can then practice such newtalents, skills, and abilities with all community members regardless of level of"differentness."

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A Parent

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

The individualized education program (IEP) is the most important tool of specialeducation services. The IEP links findings from the evaluation (or reevaluation)with the student's learning program. The IEP is specific and tailored to eachstudent's learning strengths and needs. It identifies how the student's disabilityadversely affects his or her involvement in the general curriculum and includesmeasurable annual goals, including benchmarks or short-term objectives that willenable the student to be involved in and progress in the general curriculum. It

also lists the specially designed instruction and necessary related services thestudent will receive to advance appropriately toward the annual goals. Whenneeded, the IEP also lists strategies, including positive behavioral interventions,language needs of students with limited English proficiency, the use of Braille,assistive technology, accommodations, or other aids and services that enable thestudent to receive a free appropriate public education.

IEPs must list any individual accommodations to state or districtwideassessments of student achievement that will allow the student to participate. Ifparticipation in these assessments is not appropriate, even withaccommodations, the IEP will include a statement of why the assessment is notappropriate and how the district will assess the student.

Beginning at age 14, or earlier if appropriate, the IEP must include a statement ofthe transition service needs. Beginning at 16, or earlier if appropriate, the IEPincludes needed transition services (see pp. 45-47).

Developing the IEP

The IEP team consists of the student's parent(s); a general education teacher orpreschool provider of the student (if the student will or may be participating in thegeneral education environment); a special education teacher; a representative ofthe school district who is qualified to provide, or supervise the provision of,specially designed instruction, and who is knowledgeable about the generalcurriculum and the district's resources; individuals who can interpret evaluationresults; and other individuals that parents or the district invites. The parents mustbe given the opportunity to participate; an IEP meeting can be held without theparents in attendance.

When the student is 14 years old, she or he shall be invited to attend the IEPmeeting. It is increasingly common to invite the student at an even younger ageto play a central and ongoing role in developing the IEP. The student's activeparticipation in planning the IEP is particularly helpful when significant changes inthe student's school experience are anticipated, such as attending a differentschool.

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Two IEP development processes are outlined in the following paragraphs: theinitial IEP meeting and the annual review.

The initial IEP meeting. The IEP team meets within 30 calendar days afterdetermining the student's eligibility for special education. The parent andschool staff work together to determine a day, time, and place for themeeting.

Districts are obligated to offer a free appropriate public education (FAPE). Inorder for special education services to begin for the first time, the parent mustgive written consent. After the school receives written consent from the parent,services should start right away, even when it is midway or near the end of theschool year. If the IEP team is not in agreement about the IEP, there are severaloptions to resolve the disagreements. The team may set up another IEP meeting,or they may ask the parent to agree to mediation. If the parent does not consent,special education services will not be provided.

Annual review. IEPs must be updated at least annually. The IEP team willreview the student's progress and revise the IEP as needed. The team alsoconsiders results of any reevaluation, if conducted; information about the studentprovided to or by the parents; the student's anticipated needs; or other matters.The IEP team may meet more often, if necessary, to address lack of progress orif evaluations show the need for additional services.

Services for the student continue during the review process. The IEP teamdiscusses any proposed changes in services and modifies the IEP if necessary.Any decisions about changes, including refusals to make changes regarding theprovision of FAPE, are given in writing to parents in a prior written notice. Thisnotice is given after the annual review or specially arranged IEP meeting butbefore implementation of the change. If the IEP team is not in agreement aboutthe IEP, it may schedule another meeting or it may conclude that the offer ofFAPE is appropriate. While every effort should be made to resolve thedisagreements informally, if these efforts are not successful, more formal optionsfor resolving differences are available. (See pp. 56-57 for a description ofmediation, due process, and citizen's complaints.)

Important IEP team considerations. The IEP team must consider the following:positive behavioral interventions, strategies, and supports if a student's behaviorimpedes his or her learning or the learning of others; the language needs of astudent with limited English proficiency; Braille instruction and use if appropriatefor a student who is blind or visually impaired; student's communication needs;and if the student requires assistive technology devices and services.

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The IEP document. When completed, the IEP document will include thefollowing information:

1. The student's present levels of educational performance, including howthe student's disability affects the student's involvement and progress in

the general curriculum. For preschool students, the IEP will describe howthe disability affects the student's participation in appropriate activities.

2. A statement of measurable annual goals, including benchmarks or short-term objectives that describe how the student will be involved in andprogress in the general curriculum (or, for preschool students, toparticipate in appropriate activities).

3. Special education and any necessary related services and supplementaryaids and services to be provided to the student or on behalf of the student,including how much and how long services are expected to last, whereand who will provide them (see pp. 35-36) so that the student canadvance appropriately toward his or her annual goals.

4. A description of how the student will participate in the general educationcurriculum and extracurricular and other nonacademic activities. When astudent cannot participate in the general curriculum, the IEP must includedocumentation of why such participation is not appropriate for the student.

5. A statement of how the student will participate in state ordistrictassessments, with or without modifications. If the IEP team determinesthat the student will not participate in such assessments, the IEP willinclude a statement explaining why that assessment is not appropriate forthe student and how the student will be assessed.

6. A statement of how parents will be informed of their child's progresstoward annual goals and the extent to which that progress is sufficient toenable the student to achieve the goals by the end of the year. The IEPalso will describe how the student's parents will be regularly informed bysuch means, e.g., periodic report cards. The reporting methods employedmust be used at least as often as for parents of nondisabled students.

7. Beginning at age 14, or earlier if appropriate, a statement of transitionservice needs that focus on the student's course of study. When thestudent reaches age 16, or earlier if appropriate, transition services to be

provided are also included in the IEP.

Beginning at least one year before a student reaches age 18, the studentmust be informed of rights that will transfer to the student on reaching theage of majority and the IEP should reflect this statement (see pp. 46-47).

8. Description of positive interventions attempted by the district prior to the useof aversive interventions, if applicable. Explanations of aversive interventionsafeguards, including definition, prohibited forms, conditions, and IEPrequirements are described in the WACs.

9. Extended school year services, when needed (see p. 36).

Participants at the IEP meeting sign the IEP to acknowledge their role in itsdevelopment.

Districts use forms to document parental consent and actions taken by the IEPteam. State forms are available for districts to use or adapt to meet their needs.Use of state forms by districts is optional. Copies of the state forms are availablefrom the OSPI website, www.k12.wa.us. Some examples of forms that aretypically used are explained in the following paragraphs.

Consent for initial placement. Schools are required to obtain written parentconsent prior to initial placement in special education. Consent is voluntary andschools need to explain what parents are consenting. While consent can berevoked, it doesn't undo an activity already begun.

Medicaid parental consent. Medicaid is a federal medical assistance programfor low-income families. The first step in the billing process is to verify currentMedicaid eligibility through the Department of Social and Health Services, whichrequires the release of the student's name and birth date. The district is requiredto obtain written parental consent for the release of this type of studentinformation. Parents must be advised that this consent is voluntary and may berevoked at any time in the future. It is also important to note that billing for theservices provided by the school district will in no way impact the quantity orquality of services provided in the community. The parental consent letter iscurrently available in seven languages. The child will continue to receiveservices regardless of the parent's decision.

Prior written notice. This form documents the IEP team decisions and otherdistrict decisions. It provides parents written notice of any proposals or refusalsthat involve identification, evaluation, placement of, or provision of FAPE to thestudent. This notice shall be provided to parents after a decision is made, butbefore the decision is implemented.

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What to Expect

Families Educators

Before the 1EP Meeting

Plan to attend the IEP meeting. If thedistrict notifies you of an IEP date andyou cannot attend, call the contactperson right away. Work with them toset up a different day, time, or place. Ifyou still cannot attend, work with theschool to find other ways for you toparticipate, such as through conferencecalls. A meeting may be held withoutyou.

Learn about your child's disability.Make a list of questions, suggestions,concerns, and observations you wantto address at the IEP meeting. Themore you understand about your child'seducational needs and disability beforethe IEP meeting, the more comfortableyou'll feel at the meeting. Theresources listed in this guide are agood place to start (see Appendix D).

Network with other parents. Contactother parents whose children receivespecial education services. Get tipsfrom them about what to expect at theIEP meeting.

Learn about the child's dailyschedule. Identify times that mightwork welland not work wellforspecial education services. Think aboutthe child's opportunities to learn andhow to introduce services with minimaldisruption to the child's schedule.

Before the 1EP Meeting

Review evaluation results. Reviewthe results of the evaluation before theIEP meeting. Ask questions and addyour perspective to enrich the group'sunderstanding of the student's learningneeds. Be thinking of factors you needto consider before writing the IEP.

Call the student's parent. If you havenot met the student's parents, call thembefore the IEP meeting to say hello. Letthem know that you will be attendingthe meeting too. Ask if they have anyquestions you might be able to answeror information you could send them. Becareful not to use professional jargonand be prepared to give examples toclarify questions and concerns.

Network with other school staff.Contact other school staff that haveworked with students with similardisabilities. Ask their advice aboutstrategies and curriculum adaptationsthat the IEP team might consider forthis student.

Become acquainted with communityresources.

What to Expect

Families Educators

During the IEP Meeting

Bring a support person. You maybring a friend or relative with you forsupport and to help you absorb all theinformation. This person may havespecial knowledge about your child. Ifyou need an interpreter, request one inadvance and the district will provideone.

Feel free to ask questions. During theIEP meeting, ask team membersquestions so that you can understandas much as possible about the specialeducation services your child needs.

Plan ways to make yourself feelmore comfortable. Parents frequentlyreport that they feel overwhelmed atIEP meetings. It is normal to feelanxious or less comfortable than usual,no matter how well prepared you feelyou are. If you feel yourself unable tothink about all the information or wantto talk with someone before making adecision, ask the team to take a shortbreak. Use the time to release tension,talk with someone, and clarify yourneeds and concerns.

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During the IEP Meeting

Be respectful of the parent. Respectparents' expertise and let their interestsand concerns influence the pace andfocus of discussion. Explain informationin lay terminology. Respect familyculture and ask parents about theirpreferences.

Be sensitive to the parent. IEPmeetings can be very difficult forparents, no matter how many theyhave attended in the past. Sometimestest results or new information keepparents from focusing on the bigpicture or options for next steps. Listento parents with empathy and watchtheir body language for nonverbalcues.

Take things slowly. Proceed gentlyand slowly with information, especiallywhen disabilities emerge duringkindergarten and first grade. Parentsneed time to let go of their dream of the"perfect child" and learn about optionsand next steps. Do not push for closureor too much intervention when theparent is not ready to accept it. Startwith small steps and see how thestudent progresses. Small positivechanges often help the parent acceptthe student's disability over time.

What to Expect

Families Educators

Plan for ongoing communication.Talk about how you will be keptinformed about your child's adjustmentto new services and progress towardannual goals. Ask when you willreceive progress reports and makesure this information is noted in theIEP.

Signing the IEP. You will be asked tosign the IEP, along with all IEP teammembers, to document yourparticipation in the IEP meeting. Yoursignature is not required and does notindicate whether you agree or disagreewith the IEP. Although the IEP must berevised annually, you can request anIEP meeting at any time during theschool year to address lack of progresstoward annual goals or to addresschanges in student needs.

Keep a copy of the IEP. Keep a copyof the IEP and any notes you have in ahome file. This is a very importantdocument. You can use it to check yourchild's progress.

Inform the student. Decide with theparents who will talk to the studentabout any changes in the schoolschedule, new teachers, and so forth.Talk with the parent and school staffabout the words and terms everyonewill agree to use with the student andwhat the student can expect. Discusshow the IEP will include informationabout the student's strengths as well ashis or her disability.

Continue to share information.Touch base with IEP members to makesure new services are going smoothlyand being implemented as planned.Make sure that every provider ofservices understands her or hisresponsibilities.

Call the student's parent. Arrange fora member of the IEP team to call thestudent's parent to share informationabout the student's adjustment to andprogress with the new services. Askthe parent if they have any questions orconcerns. Decide when you'll be intouch again for another update. If yourschool has e-mail and/or a website,share this information with parents, aswell as places in the community wherethe public can access computers.

What to Expect

Families Educators

At the Annual Review or OtherNecessary Meetings

Think about your child's future.Think about your long-term hopes anddreams for your child. Then think aboutspecific progress that you would likeyour child to make this year. Shareyour ideas at the IEP meeting.

Bring new information. If your childhas new medical or other information,plan to share it with the IEP team, ifyou haven't already provided it. Thestaff also appreciate learning aboutsituations at home that that may affectyour child's learning.

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At the Annual Review or OtherNecessary Meetings

Include all staff. Be sure to gatherinput from all staff before an annualreview of the IEP, including all supportstaff and teachers. For example,paraeducators are critical sources ofinformation and should be involved withIEP meetings. Together, the staff thathave worked with a particular studentcan identify progress and suggest newgoals for the coming year. Adjustmentsin placement as well as services shouldbe considered.

Share positive comments. Parentsappreciate notes and/or othercommunications from school staff.Positive observations and tips forenhancing activities between home andschool are usually greatly appreciated.

Questions to Ask

Families Educators

During the IEP Meeting

Q. How well does information from theevaluation fit with my child'severyday performance andbehavior?

O. How will my child participate in thegeneral education curricula?

Q. What will a typical day look like formy child? What opportunities willmy child have to participate inextracurricular activities?

Q. How much time will my child spendin the general educationclassroom? (Will my child attend theneighborhood school?)

Q. Are the goals realistic andmeaningful for my child?

Q. How are the essential academiclearning requirements reflected inmy child's IEP?

Q. Do the objectives describe thesteps that my child will take toaccomplish the goals?

Q. Are all services included in theIEP?

During the IEP Meeting

O. Does the information from theevaluation describe the studentaccurately? Is there another view ofthe student you would like to share?

Q. What skills or behaviors would youlike the student to learn during thecoming year?

Q. Does the IEP reflect how thestudent will participate in thegeneral education curricula?

Q. Is it clear who is responsible fordelivering each service listed in theIEP?

Q. Are services coordinated so thatthere is a smooth flow to thestudent's day and week?

Questions to Ask

Families Educators

0. What progress has my child madetoward last year's annual goals?

Q. How do the student's goals andobjectives reflect the state essentialacademic learning requirements?

Q. What new skills and information are Q. How does the student's IEP includeappropriate for my child to learn this her or him in the schoolcoming year? community?

Q. Do the new goals and objectivesrequire changes in my child'splacement and/or services?

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Q. Do the new goals and objectivesrequire changes in the student'splacement and/or services?

Things to Do Together

Improving educational results is an essential element of IDEA. The IEP spells outhow students with disabilities have meaningful opportunities to increase theireducational success. Here are some tips for developing an effective IEP:

Read the district's procedures for special education. Ask the psychologist orspecial education director questions so that you understand as much aspossible about special education services that the student may receive.

Keep the focus on the child and developing the most appropriate IEP for himor her. Talk about how the child can be a full participant in class, the school,and the community. Develop and share a vision for the child so that everyonewho works with the child understands the big picture.

Discuss how the student will access the essential academic learningrequirements. If appropriate, reflect the EALRs in the student's annual goalsand objectives. Involve the district's curriculum director to get ideas aboutadapting or using curricula from other grade levels for the student.

Listen openly to each other and learn about each other's experiences andideas concerning the child. All participants need to know their opinions andconcerns count and are considered.

Explore a range of options before deciding the student's educational program.Agree to try some strategies and change them if they do not work. Brainstormand problem solve together when it is difficult to see solutions or goodoptions. Sometimes it is better to take more time rather than jump quickly to asolution that is not entirely satisfactory.

While the IEP team is together, talk through the student's daily or weeklyschedule. Discuss the best timing for special education services. Ask eachspecialist to describe how he or she plans to implement the student's IEPobjectives. Identify any areas of concern and problem solve to avoidscheduling conflicts or other problems. Identify how the parent will be involvedin the child's program. Discuss how the team will share information andprogress.

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Developing an effective IEP is an art. View the IEP as a flexible plan that reflectscollective knowledge of the child's learning needs. Getting frequent feedbackabout how things are going and adjusting the IEP accordingly helps each childreach his or her potential.

An Educator

There is no substitute for individual planning as you move through the specialeducation process. Different issues arise at different times. Use a parent supportnetwork and other family members and friends to help you overcome specifichurdles.

A Parent

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SPECIAL EDUCATION SERVICES

Special education services include specially designed instruction, necessaryrelated services, supplemental aids and services, and other accommodations tohelp special education students access the general education curriculum. Everyeligible student has the basic right, guaranteed by state and federal laws, to afree appropriate public education designed to meet his or her unique educationalneeds.

Special education services must be provided at no cost to the child or parent forall eligible children aged 3 to 21. Although school districts are not required toprovide services to infants and toddlers with disabilities, many provide earlyintervention services under Part C regulations.

Specially Designed Instruction

Specially designed instruction is organized and planned instruction activitieswhich adapt, as appropriate, the content, methodology or delivery of instructionto the needs of the individual student so that the student can access the generalcurriculum and meet the educational standards that apply to all students.

Students with disabilities may receive a range of specially designed instruction,including but not limited to the following:

Classroom instruction.Physical education instruction.Speech and language instruction.Physical and occupational therapy.Orientation and mobility instruction.Behavioral intervention instruction.Audiological services.Vocational education.Transition services.

The terms "modification" and "adaptation" are used to refer to changes inteaching practice or learning goals that allow special education students accessto general education curriculum.

Paraeducators in special education are teaching assistants that fill a critical role

in delivering special education services. Paraeducators may attend to physicaland emotional needs and facilitate friendships for students with disabilities.Under the direct supervision of a special education or general education teacher,paraeducators may. deliver specially designed instruction through the IEP. TheIEP is designed and monitored by special education certificated staff. Progresson the IEP is monitored and evaluated to measure progress toward specificobjectives listed on the student's IEP.

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Related Services

Related services are supportive services that allow a student to benefit fromspecial education. Related services may include classified staff services, medicalservices, parent counseling and training, psychological services, recreation,rehabilitation counseling services, school health services, social work service inschools, and transportation. Other developmental, corrective, preventative orsupportive services are allowed if they are required to assist the specialeducation student to benefit from special education. Any necessary relatedservices, supplementary aids and services, and program modifications orsupports for school personnel that will be provided for the student must be listedon the IEP.

Supplementary Aids and Services

Supplementary aids and services refer to aids, services, and other supports thatare provided in general education classes or other education settings that allowspecial education students to be educated with nondisabled students to themaximum extent appropriate. Assistive technology devices, which include anyequipment or products that maintain or improve a student's capabilities, areexamples of such services. Accommodations include, but are not limited to,extended time for completing projects; use of calculator or tape recorder tocomplete assignments; use of additional support staff, scribes, interpreters, orsign language.

Extended School Year (ESY) Services

The IEP team considers the student's need for services beyond the traditional180-day school year. ESY services are provided when an IEP team determinesthat services are necessary for the provision of FAPE to a student. Schooldistricts develop their own procedures for determining a student's need for theseservices. Some considerations for ESY may include regression (loss of skills),educational benefit to meet annual goals, professional judgment, health factors,and past history. The student's need for ESY must be determined annually on anindividual basis by members of the IEP team. ESY services are addressed on theIEP.

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Accommodations Under Section 504

In addition to the rights guaranteed by IDEA, another federal law supports theuse of accommodations. Section 504 of the Rehabilitation Act of 1973 is a broadfederal law that applies not only to schools, but all federally funded agencies.Section 504 protects people's rights to participate and receive benefits withoutdiscrimination resulting from a disability. Some students do not qualify for specialeducation, but they have physical or mental impairments that substantially limitone or more major life activities, including learning, and they may be eligible for504 plans. For more information, contact the U.S. Department of Education,Office for Civil Rights (see Appendix E).

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What to Expect

Families Educators

List accommodations in the IEP.Most children with disabilities willspend at least part of their school dayin a general education classroom. Theymay require accommodations to do so,such as changes in the environment bymoving closer to the front of the class,larger print, or use of calculator. Makesure that these accommodations arelisted in the child's IEP.

Changes in services as childrengrow. Parents often are surprised thatschool services differ so much fromearly intervention or medical facilityservices. The early medical modelfocuses on physical and developmentalrehabilitation, and thus addresses allareas of a child's disability. In contrast,public education focuses on how thechild's disability affects his or herlearning and provides services for thechild's education. School districts,educational service districts, andprofessional organizations offer manyhelpful classes and workshops to helpparents and educators understandspecial education services.

Extended school year services. TheIEP team will discuss your child's needfor extended school year services atthe IEP meeting. Be sure to bring anyinformation to the annual IEP meetingthat might help document your child'sneed for such services.

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Ongoing training needs. Teachersand paraeducators benefit fromongoing inservice training and supportto make the range of special education-necessary related services andaccommodations work smoothly.School districts, educational servicedistricts, and professional organizationsoffer many helpful classes.

Share teaching strategies. Generaleducation and special educationteachers can learn a great deal fromeach other, as well as from parents.General education teachers knowabout the general curriculum andclassroom management. Specialeducation teachers know how toassess student progress andindividualize instruction for studentswith disabilities. Parents know whathas worked for their child in the past,and what works or does not work athome. Students benefit when servicescombine the strengths of all sources ofexpertise.

Questions to Ask

Families Educators

Q. What supports, modifications,and/or accommodations does mychild need to be in the generaleducation classroom?

Q. Does my child's IEP list all theservices he or she will receive andaccommodations he or she willhave in the classroom?

0. What criteria does the district followto determine the need for ESYservices?

Q. Will my child participate in state anddistrict assessments? If so, whataccommodations may be needed?If not, how will he or she beassessed?

Q. What supports and/oraccommodations have worked wellfor the student in the past? Arethere strategies that do not workwell for the student?

Q. Where are changes needed to alignthe student's IEP with the EALRs?

Q. If the student has received servicesfrom paraeducators in specialeducation, what insights do theparaeducators offer about thestudent's learning needs?

Things to Do Together

One of the ways that schools can implement IDEA and Washington's schoolreform efforts is by developing performance goals for students with disabilitiesand including these goals in the student's IEP. The essential academic learningrequirements (EALRs) provide descriptions of the academic knowledge and skillsstudents will be required to meet in the classroom. Special education servicesaim to help students with disabilities meet the EALRs. Here are some studentsupport strategies:

Paraeducators in special education are critical personnel in providing specialeducation services. They use individualized instruction (which is designedand monitored by certified special education teachers) to provide a specialeducation student with access to general education curriculum. Their input toteacher planning is invaluable. Regularly scheduled meetings amongparaeducators and special education and general education teachersdramatically increase the effective use of these paraeducators.

Include other related staff, such as speech and language pathologists,physical and occupational therapists, and mental health workers in teammeetings to the greatest extent possible. These meetings may be used toreview specific student programs, develop and adjust instructional programs,train paraeducators, and address other issues and staff concerns.

It is continually a challenge for me to allow time for problems to work themselvesout and not feel that I must find the solution. I am learning to give teachersownership by saying "I don't know, what do you think?" and to communicate thatI trust them to find a solution.

A Parent

A student with a disability is growing in ways that, at times, seems slowcompared to other students. Yet, in actuality, we know that all students grow atdifferent rates.

An Educator

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PLACEMENT ANDLEAST RESTRICTIVE ENVIRONMENT

In the context of the least restrictive environment (LRE), placement refers to thesetting(s) where a student may be taught. Placement is based on the uniqueneeds and abilities of the student and must be in the LRE appropriate for thestudent's needs. The least restrictive environment concept allows a student witha disability to participate as fully as possible with nondisabled peers. A studentwith a disability should attend the neighborhood school and be a memberof theclassroom that she or he would normally attend, unless the student's needsrequire some other arrangement. Placement is determined based on thestudent's IEP, the least restrictive environment requirements, and the locationthat provides a reasonably high probability of assisting the student to achieve his

or her annual goals. The IEP team makes placement decisions at the IEPmeeting.

All districts have a continuum of placement options available to provide specialeducation services for eligible special education students. Many students can beeducated in a general education classroom with appropriate supplementary aidsand services. In some situations, such as with a medically fragile child whose lifemay be threatened by exposure to common diseases, home or hospitalinstruction may be the least restrictive environment.

Teachers individualize instruction and expected results to help the studentsucceed. Special education services may be delivered in the classroom byspecial education personnel or specially trained staff. For example, aparaeducator may help a student in the general education classroom with thesame subject that other students are learning. An interpreter may use signlanguage in the general education classroom for a student who is hearingimpaired. Sometimes students receive services outside the class for part of theschool day. For example, a student may go to a resource room to receive speechtherapy services or individualized reading services several times per week.

Some special education students require major modification to the curriculum orteaching strategies. These students may attend a separate class for most of theschool day. These special classes are often called "self-contained classrooms."The separate class often is located in a building where classes are held forgeneral education students so that the student can still participate as a memberof the school community.

When the school district determines that it cannot provide FAPE orspecialeducation for the student in its schools, contractual arrangements may be madefor placement elsewhere. These arrangements may include services in anotherschool district or in a nonpublic agency such as a residential treatment center ora private school. Any nonpublic agency that is contracted for special educationservices must first be approved by the State Board of Education.

What to Expect

Families Educators

Consider your child's placementneeds. Your child's placement will bereviewed at least one time during everyschool year. The review is done at theIEP meeting. When a child's needshave changed, you need not wait for anannual review to consider placementchanges. Anyone, including parents,can request an IEP meeting to discussthe need for changes in a child'splacement.

Share your insights about all yourchild's needs. Talk with school staffabout how placement decisions willimprove your child's access tocommunity resources for education,cultural connections, andextracurricular interests. Placementalso should support your child'semotional and social developmentthrough opportunities for friendship withall peers.

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Incorporate new teaching strategies.Including more students withdisabilities in the general classroomprovides opportunities for a wide rangeof instructional strategies, includingpeer tutoring, cooperative learning, andreciprocal teaching. These and otherstrategies allow a class to worktogether toward a common goal withoutmaking everyone do the same activity.

Arrange classroom space well.Educators report that careful planningand room arrangement support therange of abilities they typically see intheir classrooms. When done well,these same strategies can be adaptedto include students with disabilities inthe classroom.

Questions to Ask

Families Educators

Q. How does the learning environment Q. Is the student benefiting from his oraffect my child's behavior and her current placement?learning?

Q. What are my child's placementoptions and the advantages anddisadvantages of such placements?

Q. How will my child's placementprovide interaction with peerswithout disabilities?

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0. How does the student respond tochanges in schedule or routine?

0. Does the placement provide theopportunity to learn?

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Things to Do Together

The following are ideas about how parents and educators can work together tomake good placement decisions and support special education students in leastrestrictive environments.

Talk about environments that best engage and motivate the student. Does thestudent work well when there are competing distractions, or does she or heneed quiet time to focus on tasks and learning?

Communicate and plan together. Educators report that the key ingredients forsuccessful placement are opportunities for regular communication andplanning sessions among all team members, including parents, who work withspecial education students.

Behavior issues can be one of the toughest areas to assess when placingspecial education students. Parents and school staff should discuss schoolrules and decide to what extent the student will be held accountable for his orher behavior. Together parents and school staff should develop a behaviorplan, based on a functional assessment, which identifies the interventions thatwill be used at home and at school to help the student develop appropriatebehaviors for his or her age.

A wide range of diversity exists in all classrooms today. Take time to talkabout how well the school takes ownership of all its students. Identifystrategies for strengthening inclusion of all students in the school.

Teach all students about people with disabilitiesthey will all benefit fromlearning about others. Many teaching aids are available, including videos andmaterials for schoolwide presentations. When a special education studentjoins the class, invite that student or someone knowledgeable about thedisability to speak with the class and answer questions.

It's not the absence of or resistance to innovations in schools that causesproblems, but rather the pressure of too many uncoordinated changes. Weavinginclusion into other change agendas is imperative.

An Educator

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TRANSITION SERVICES

Transition is the adjustment that individuals make as they change from one stageof development or activity to another. All students benefit from extra supportduring times of transition. Transition services describe the individualized help aspecial education student and his or her family receive to prepare for and adjustmore easily to new situations, surroundings, and/or expectations. The goal is tomake changes flow as smoothly as possible for the student.

The terms "transition" and "transition services" commonly are used in three ways:

Adjustment to change. Transition is used is to describe adjustment to changesthat special education students experience (1) as a part of their school day or (2)from year to year. Some students need help with transitions during the schoolday, such as changing from group activities to quiet study, or from recess toclassroom activities. Another transition is the student's adjustment to a newschool year. Transition planning is especially important when the student beginsa new level of school (such as changing from elementary school to middleschool) or attending a new campus. Another example of this kind of transition is achange brought on by a family move that requires the student to attend a newschool. In each of these examples, transition services help the special educationstudent with a disability adjust to new activities, surroundings, and/or routine.

Whenever possible, the student and his or her family should be involved inplanning for transitions. Students benefit from talking about new situations andexpectations, such as the school they will be attending or new services they willreceive. Parents and school staff can work together to think through potentialrough spots for the student and identify ways they can make the changesrewarding. All students tend to adjust to changes more easily when they knowwhat to expect and help plan and prepare for their new setting.

Transition within early childhood programs. Transition within early childhoodprograms refers to the planning and supports provided when a young childleaves a program and enters another program. Transition is the process ofchange within/between programs that involves children, families, caregivers, andservice providers. Transition services ensure that the child and family continue toreceive services during the change in programs and education providers.

Examples of the various programs in Washington State that a child maytransition between include the Infant Toddler Early Intervention Program, HeadStart, Early Head Start, Early Childhood Education and Assistance Program(ECEAP), special education programs, kindergartens, Title I, private or publicpreschools, and child care programs. Transition can also refer to the changesexperienced by children receiving different services at the same time (e.g.,preschool special education services in the morning and child care in theafternoon).

Children who qualify for early intervention services between the ages of birth to 3must be evaluated prior to age 3 in order to determine eligibility for specialeducation and related services. A transition conference is required for childrentransitioning from an early intervention program into a preschool specialeducation program. This conference is to occur at least 90 days before the child'sthird birthday. The school district is responsible for participating with the family inthe transition conference arranged by the early intervention provider. Thepurpose is to plan the evaluation process. This plan needs to support the childand family during the transition.

If the child is determined eligible for special education services, the transitionprocess includes the development of an individualized education program (IEP).If transitioning from an early intervention program to a school district specialeducation program, an IEP must be developed by the child's third birthday. Forchildren with summer birthdays, the IEP team will determine when the servicesbegin (usually at the beginning of the new school year). Services must be basedon the child's individual needs. The IEP specifies the services the child willreceive, as well as the setting(s) in which services are received. Speciallydesigned instruction must be provided in a setting with nondisabled peers to themaximum extent appropriate.

Secondary transition services. Secondary transition services are a coordinatedset of activities for a special education student that is designed to help studentsmove successfully from high school to postschool activities.

Beginning at age 14, or earlier if appropriate, the student must be invited toattend the IEP meeting. The student should participate in identifying his or hertransition service needs, which must be included in the IEP. When the studentreaches age 16, or sooner, if appropriate, needed transition services are initiatedand included as goals in the IEP. At least one year before a student reaches age18, the IEP must include a statement that the student has been informed of his orher rights that will transfer to the student on reaching the age of majority.

The transition plan must include a coordinated set of activities that address thestudent's individual needs, preferences, and interests:

1. Specially designed instruction. Instruction addresses the skills needed forpostschool life, ranging from basic life skills to college/community collegepreparation, depending on the student's desires and abilities.

2. Related services. Related services are those additional supports needed toimplement the transition processes and instruction.

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3. Community experiences. The transition plan identifies a wide range of skill-building and interest assessment experience which can be provided outsidethe school building. Examples include participating in job training programs;practicing banking, shopping, and using transportation services; meeting withadult service providers; visiting independent living centers and recreationalservices; and touring and applying to colleges/community colleges.

4. Developing employment, postschool, and other adult living objectives.The transition plan lists steps that the student will take that lead to a job,career, school, or other community participation. It also includes taking stepsto establish important adult activities, such as registering to vote, accessingmedical services, and applying for adult disability services.

And, when appropriate:

5. Daily living skills. Tasks that adults do every day, such as preparing mealsand paying bills.

6. Functional vocational evaluation. An evaluation of skills and interests thatis practical and helps the student and his or her family learn more about thestudent's job and career interests and aptitudes, identify postschool goals,and help determine the student's course of study or vocational involvement.

7. Interagency responsibilities or needed linkages. These linkages mightinclude the Social Security Administration and, within the Department ofSocial and Health Services, the Division of Developmental Disabilities, MentalHealth Division, and the Vocational and Rehabilitation Division.

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What to Expect

Families Educators

Share strategies. Trade tips with yourchild's teacher about strategies that willhelp your child make smoothtransitions. Because of your differentperspectives, you can offer each otherimportant insights about your child. Youcan also ensure that your child isgetting consistent messages aboutwhat to expect in the new situation.

Involve your child. Experience hasshown that students benefittremendously from being involved inplanning their transition servicesatany age.

Visit the new school. Before yourchild starts a new school or moves to anew setting, visit the school with yourchild. Have staff give you and yourchild a tour and tell you about theroutine your child can expect. Ifpossible, meet the child's newteacher(s). Let the child practice newskills and behaviors that will beexpected (with assistance, whenappropriate) such as carrying a lunchtray or opening a locker that has acombination lock.

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Be positive about what's ahead. Helpstudents and families prepare fortransitions by telling them about whatthey can expect. Point out how theirnew situation will be similar to anddifferent from what they know now. Byshowing a positive attitude, you canhelp student look forward to newsituations.

Meet with staff from sending orreceiving programs/class. Meet withstaff from the student's previousprogram to become aware of student'sroutines, schedules, activities, etc. Ifthe student is transitioning into anothersetting, meet with staff of receivingprogram and share student's interests,activities, and accomplishments.

Prepare students to participate inIEP meetings. Explain what an IEP isand go over the student's current IEPwith him or her. Give students concreteexamples of what information might goin each section. Roleplay an IEPmeeting. Take the student role andmodel questions, ideas, and behavior.Then give the student time to rehearsewhat he or she will talk about and howhe or she will act at his or her IEPmeeting.

What to Expect

Families Educators

Seek input from many people.People who know your child well canhelp you learn about your child'sinterests and aptitudes. Sometimessomeone outside your family who hasworked with your child, such as achurch member or scout leader, canoffer new insights about your child'sinterest and skills.

Help the student develop a strongtransition plan. Invite serviceproviders, family members, andcommunity members to attend atransition planning meeting. In the plan,identify how each person can help thestudent strengthen his or herconnections in the community.

Encourage open and honestdiscussion. Work to facilitatediscussion between parents andstudents about their hopes and dreamsas well as their fears. When both thehopes and fears are expressed, thetransition plan is more likely to besuccessful and practical.

Transition is difficult for many students. I remind myself that middle school, forexample, was hard for all of my students.

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A Parent and Educator

Questions to Ask

Families Educators

When Planning PreschoolTransitions

0. May I visit the new school with mychild and see the classroom andmeet school staff that will beworking with my child?

Q. What type of information will beshared my child's current teacherswith the new program's staff?

O. What changes in daily routine canmy child expect?

Q. Are there parents whose childrenhave experienced similar transitionswho I can talk to?

When Planning School-to-WorkTransitions

When Planning PreschoolTransitions

0. How does your child usuallyrespond to changes in routine?

Q. What are your child's interests,likes, dislikes, style of learning?

Q. Do you have any questions orconcerns about your child's newschedule?

0. Does your child have an oldersibling or a friend who would like toparticipate in a visit to the newschool?

Q. How best can my child and I Q.participate in transition planning?

O. How can I learn about local services Q.that might help my child?

O. How can I incorporate what my Q.child wants to do into a realistic job?

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When Planning School-to-WorkTransitions

Ask student of his or her needs,interests, preferences.

What are your student's needs,interests, and preferences forpostschool adult living?

What information do you need tohelp you plan for current and futureneeds?

Things to Do Together

The following tips for preparing children for transition are adapted from Planningfor Transition to Postschool Life, Florida Department of Education, Division ofPublic Schools, Bureau of Student Services and Exceptional Education, 1996.

Preparing young people for transition to adult life is a gradual process. Familiesand educators alike have many hopes for the child's future. No doubt familiesand educators expect and want to help the young person become a productivemember of society. Even if the young person is not old enough to participate injob training or develop independent living skills, there is a lot that families andeducators can do now. Here are some suggestions to consider as the childgrows up.

Early Childhood

Encourage the child to strive for early independence.

Involve the child in activities that foster self-respect, self-esteem, and

self-determination.

Take the child into the community. Point out community members and talkabout what they do.

Show the child how much you enjoy your own work.

Elementary School

Encourage the child to dress and groom appropriately and to take care of

his or her own self-care or cleanliness needs.

Assign the child specific duties around the house or classroom. Insist thathe or she do them thoroughly and on time.

Involve the child in the community; locate workers, with or withoutdisabilities, as role models. Discuss what the worker is doing andencourage the child to talk about what job he or she might like to do.

Learn about state regulations dealing with the education of students with

disabilities.

Actively participate in the child's IEP meetings.

Include social and community skills and career development activities inthe IEP.

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Middle School

Actively participate in IEP meetings and request that the studentparticipate in vocational testing.

Address vocational education, career exploration, job exploration, andawareness training in the IEP.

Identify community services such as developmental disabilities services,vocational rehabilitation, and agencies that provide job training andplacements.

Help prepare the student to participate in community programs by takinghim or her to visit various community service programs.

Visit work and independent living programs to identify what will beavailable when the student leaves school.

Monitor progress toward goals by talking with other team members andthe student.

Talk to other families and educators who have gone through the transitionprocess with a special education student. Find out what has been helpfulto them.

Help prepare the student to learn good self- advocacy skills.

High School

Develop a plan to increase independence. Let the student make decisionsand take reasonable risks.

Encourage the student to become involved in community activities andincrease his or her circle of friends.

Attend the IEP and transition plan meetings with the student. Family,community service provider, and school staff involvement are essential.

Address employment training at actual work sites in the transition plan.

Encourage the student to find paid or volunteer employment in thecommunity.

Teach the student to use public transportation independently.

Consult/encourage families to consult legal experts about financialplanning, guardianship, and estate planning, when appropriate.

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If not already eligible, encourage the student to apply for SupplementalSecurity Income (SSI) prior to the student's 18th birthday.

Introduce the student to people with disabilities who are successfullyemployed.

All parents feel a twinge when their child is about to make a transition from thecomfortable elementary school environment to the uncertainty of junior high ormiddle school. Part of the issue is biological; part of it is the community feelingthat junior high is a tough place to be. What we found was the easiest schooltransition we have ever experienced. It began the previous spring with meetingsincluding all involved parties (principals, staff, parents) to discuss concerns,needs, and desires for our son. When the school year began, staff initiatedphone calls to us giving feedback how our son was doing and how much theywere enjoying him.

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A Parent

PROCEDURAL SAFEGUARDS

Procedural safeguards provide parents of special education students,surrogate parents, and adult students a full explanation of their educationalrights. Procedural safeguards give parents and school staff a set of tools tohelp them solve problems and settle disagreements about the educationalprogram of a student who has a disability. Procedural safeguards areavailable at the OSPI website, www.k12.wa.us/specialed/document.asp andavailable from your school district.

Procedural safeguards must be given to you by the school districtanytime you ask for a copy and:

The first time your child is referred for a special educationevaluation.With each notification of an IEP meeting.Each time your child is reevaluated.If you request a due process hearing.When the school district takes disciplinary action that is achange in placement for your child.

A full explanation of procedural safeguards can be obtained by contactingyour local school district, where a number of people can answer questionsabout your student's program. You may contact your student's general orspecial education teacher, the school principal, or the district's specialeducation director. Some of the highlights of procedural safeguards aredescribed in the following paragraphs. Please refer to Notice of ProceduralSafeguards for Special Education Students and Their Families for a full

explanation.

Parent participation in meetings. Parents are given opportunities tobe involved in any meetings about the identification, evaluation,educational placement of the student and other matters relating to thestudent's free appropriate public education. A meeting does not includeinformal or unscheduled conversations involving school districtpersonnel on issues such as teaching methodology, lesson plans, orcoordination of service provision if those issues are not addressed onthe IEP. A meeting also does not include preparatory activities thatschool personnel engage in to develop a plan or response to a parentproposal that will be discussed at a later meeting.

Prior written notice. School districts must provide parents with written noticeeach time they propose or refuse to initiate or change the identification,evaluation, placement, or provision of FAPE to a special education student. Thismeans that when the school makes a decision, they must notify the parents ofthe decision and the basis for the decision, including the factors they consideredin making the determination. If the decision involves a change, the notice mustoccur a reasonable time before the change is made.

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Parent consent. Consent means that the parent understands all informationabout the activity for which the consent is requested. School districts mustget a parent's written consent for evaluation, initial placement in specialeducation, and for reevaluation (with certain exceptions) of a student.Consent is voluntary and may be withdrawn at any time. However, if anactivity or service has already started, the revocation is not retroactive.

A Problem Solving Process

The following information identifies several steps that families and educatorscan take to address disagreements they may have about a student'seducational program.

Seek local solutions. When parents and school staff do not agree about theeducational program for a special education student, the parent may want torequest a new IEP meeting. The meetings should occur when either theparents or district believe review is appropriate to adjust the services on theIEP.

If differences cannot be resolved, procedural safeguards give parents andschools several options for making decisions about an educational programfor a special education student.

Mediation. Mediation is a voluntary process to help parents and schoolpersonnel work out their disagreements about a student's educationalprogram. A trained, neutral mediator helps both parents and schoolpersonnel clarify issues. When mediation is successful, parents and thedistrict develop mutually acceptable agreements about the educationalprogram for the special education student. Mediation is more structured thana conference, but less formal than a due process hearing.

Mediation services in Washington State are provided by an independentcontractor. Mediation is an alternative to starting a due process hearing, but itcannot be used to deny or delay a due process hearing. There is no chargefor mediation services. For more information about special educationmediation services, call Sound Options Mediation and Training Group,L.L.C., (800) 692-2540, or Washington State Relay Service, (800) 833-6388(TTY), (800) 833-6384 (voice).

Citizen's complaint. A citizen's complaint may be filed when a person ororganization believes that a school district or other public agency hasviolated state or federal special education laws or regulations. The complaintmust be in writing, signed, and filed with the Office of Superintendent ofPublic Instruction. The complaint will be investigated and a written decisionreached within 60 calendar days after the complaint is received unlessexceptional circumstances require an extension of the timeline.

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Due process hearing. A due process hearing is a legal action that addressesdisagreements between parents and educators regarding the identification,evaluation, placement, and provision of FAPE. The due process hearing is

conducted by an impartial (neutral) administrative law judge who will make adecision on the case. Parents and school districts are usually represented bylawyers who know special education law. Both parties have the right to appealthe decision to a state or federal court within 30 calendar days of the decision.

A reference is Information about Dispute Resolution Mechanisms for SpecialEducation Students: Mediation, Citizen's Complaints and Due Process, May

2001 (see Appendix A).

Another Complaint Mechanism

Discrimination complaint. Anyone who believes that an educationalinstitution that receives federal financial assistance has discriminated againsta person with a disability may file a complaint with the Office for Civil Rights(OCR). A complaint must be filed within 180 days of the allegeddiscrimination unless the time for filing is extended by OCR for good cause.

Access and Limitations to Sharing Information

Access to educational records. Parents have the right to review alleducational records kept by the school district about their child asguaranteed by the Family Educational Rights and Privacy Act of 1974(FERPA). When a parent requests such information, the district must provideit before any meeting about the child's IEP, due process hearing, or in anyother event, no later than 45 calendar days after the request is received. Ifparents find an educational record is inaccurate or misleading or violates theprivacy or other rights of the student, they may request changes orcorrections. Schools and education agencies must promptly respond to theserequests and have a process for a hearing in the event that the school andparents disagree. Parents can view educational records at the school and thedistrict may provide copies of educational records. A fee to cover the cost ofcopying may be charged.

Confidentiality. FERPA also protects confidentiality. A parent's consent is

usually needed before personally identifiable information is given to others.There are several exceptions to this rule and only two are listed here. Oneexception is when state school district personnel need the information with alegitimate educational interest in reviewing the record. Generally schoolofficials have legitimate educational interest if they need to review aneducational record to fulfill their educational responsibilities to the student.Another exception is when records are transferred to a school district wherethe student intends to enroll. These are not the only exceptions.

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Discipline2

Discipline procedures vary depending on the situation, so this is a very briefoverview of discipline and is not a substitute for reading the regulationsaddressing discipline. There may be times when special education studentsreceive disciplinary sanctions. However, students must not be disciplined forbehavior that is related to their disability. Education services must be providedwhen a student is removed from school for more than ten school days. Schoolsmust also follow the general education discipline procedures. Some of thespecial education discipline examples are described in the following paragraphs.

Suspension or expulsion. Schools can remove a student for up to ten schooldays (at a time) for any violation of school rules as long as there is not a patternto the removal. In addition, a student with a disability cannot be suspended longterm or expelled for behavior that is a manifestation of his or her disability (exceptfor drugs and weapons). After any removal or removals that total more than tendays, the school must provide education services.

Removal for drugs or weapons. School personnel may place a student in aninterim alternative educational placement for up to 45 calendar days when astudent with a disability possesses or carries a weapon to school or a schoolfunction, knowingly possesses or uses illegal drugs, or sells or solicits the sale ofa controlled substance while at school or a school function. The removal isallowed regardless of whether the behavior is a manifestation of the student'sdisability.

Removal for dangerous behavior. Schools may request a due process hearingand request that an administrative law judge (AU) remove a student from his orher current placement to an interim alternative placement for up to 45 calendardays if the school believes the student is likely to harm himself or herself orothers. This administrative hearing process may be repeated for additional 45calendar day periods under very limited circumstances. When the studentrequires an interim alternative educational setting because of dangerousbehavior, school personnel will propose that setting in consultation with thespecial education teacher. Schools may also request through a court action aremoval for dangerous behavior.

Providing educational services. Schools do not have to provide educationalservices to a special education student for the first ten school days the student isremoved if the school would not provide services to a student without disabilities.After ten school days, schools must always provide education services to aspecial education student. The procedure for determining what is appropriatedepends on the specifics of the disciplinary situation.

2 Department of Education. 1999. IDEAS that Work. IDEA '97 Final Regulations Major Issues.Online www.ed.gov/Offices/OSERS/OSEP/Policy/

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Functional behavioral assessments and behavior plans. If the school did notalready conduct a functional behavior assessment and implement a behaviorplan for the student before the misconduct occurred, the IEP team must meet todevelop an assessment plan. This meeting must be held no later than tenbusiness days after either first removing the student for ten school days in aschool year or no later than ten business days after a removal that is considereda change in placement. As soon as practical after developing the assessmentplan and completing the assessments, the IEP team will meet to developappropriate behavior interventions and implement them.

If the student who is removed from school already has a behavior interventionplan in his or her IEP, then the IEP team must review the plan and itsimplementation. If necessary, the IEP team will modify that plan and itsimplementation to address the behavior.

Manifestation of disability determination when a disciplinary actioninvolves a change of placement. Immediately if possible, but no later than tenschool days after the decision to change the student's placement, the schoolmust conduct a review of the relationship between the student's disability and thebehavior subject to disciplinary action. The review must be conducted by the IEPteam and other qualified personnel in a meeting. The review team mustdetermine whether, in light of the behavior subject to discipline:

The IEP and placement were appropriate and provided consistently.The student's disability did not impair the student's ability to understandthe impact and consequences of the behavior.The student's disability did not impair the student's ability to control thebehavior.

If the team determines that any of the standards were not met, then themisconduct must be considered a manifestation of the student's disability. If theteam finds deficiencies in the IEP, placement or implementation of services, itmust take immediate action to remedy them.

If the team decides that the misconduct was not a manifestation of the disabilitythen the student may be disciplined similarly to students without disabilities.Educational services must continue that will allow the student to appropriatelyprogress in the general curriculum and appropriately advance toward achievingthe goals of the student's IEP.

If a disciplinary issue is addressed in an expedited due process hearing, thehearing decision must be issued within 45 days of the request for hearing.Timelines for providing evidence are also shortened.

A reference is OSPI Special Education Technical Assistance Paper (TAP 2),June 1999. "The Individuals with Disabilities Education Act: DisciplineProcedures Under IDEA Regulations."http://www. k12.wa.us/specialed/tapfTAP2.pdf (Appendix A).

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What to Expect

Families Educators

Understand your rights. Parentsreceive a copy of special educationprocedural safeguards when they arenotified that the district intends to takedisciplinary action that constitutes achange of placement (WAC 392 -172-307). The information provides a fullexplanation of rights. Proceduralsafeguards are available in alternativelanguages and formats, on request.

Expressing your concerns. Parentsoften have strong emotional reactionswhen issues arise. These feelings arenormal and understandable.Unfortunately, expressing concerns inemotional ways may fuelmisunderstandings. Experiencesuggests that it helps to identify thereasons behind emotional reactions.Ask someone who is not directlyinvolved to help sort the issues fromthe emotions.

Document your actions. Write downdates, times, and actions. Followconversations with a note or letter toclarify what you, as a parent,understand has been said.

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Protecting student rights. In additionto the special education procedures,districts must also follow generaleducation disciplinary procedures.

Be sensitive in using authority.Unnecessary displays of authority orexpertise may alienate parents andcolleagues. Being sensitive to thestudent and family is critical foreffective problem solving.

Give parents time to think thingsthrough. School staff report that acommon weakness among educatorsis jumping too quickly to try to "fixthings." When educators move rightaway to "an answer," parents may feelthat their concerns have not beenheard or suggestions not considered.Thus, without necessarily meaning to,educators' desire to find a solution maycontribute to a breakdown incommunication.

Questions to Ask

Families Educators

Q. Who can make a decision about my Q.concern for my child's educationalprogram?

O. What other options can we consider Q.to meet my child's needs?

O. Who else might be able to help me Q.understand these issues?

Do you have any questions aboutprocedural safeguards that I canhelp you understand?

What specifically do you want tochange in your student'seducational program?

Have you received information ondisabilities, websites, trainingopportunities, etc.?

Perhaps ... you don't feel you are making any progress and more barrierscontinue to rise. Reviewing the process from the beginning may shed some light.Did you inadvertently alienate someone or possibly misunderstand whathappened at a meeting? It's important to clarify key points along the way todecrease misunderstandings, and it's never too late to mend fences. Notguessing and overreacting, but rather, clarifying and troubleshooting works best.

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A Parent

Things to Do Together

Some problems can be solved quickly. Others will take more time and effort.If there is disagreement between parents and school staff, try these steps toresolve the problem:

Make sure that parents and school staff understand each other'sconcerns and perspectives about the student's educational program. Askfor clarification and give examples to make sure you understand eachother. Many issues can be resolved informally when parents and schoolstaff state their concerns and what they want for the student morespecifically and clearly.

Use an agenda when you meet to help everyone stay focused.

Find out who has the power to make decisions about the problem. Talk tothat person about the problem. Work together and be open to eachother's ideas and suggestions.

Identify areas of agreement as well as disagreement. Sometimesexpanding or identifying what is working in the areas of agreement canhelp identify solutions for areas of disagreement as well.

Use flip chart paper to keep notes so that everyone can see what eachperson said. Use a "parking lot" sheet for issues that should wait foranother meeting.

Remember to take time to build relationships and leave room for empathy onboth sides: The school district is not always wrong and parents are not alwaysunrealistic.

An Educator

Finally, don't forget to thank each other now and then even when there aredifferences of opinion. Show appreciation for hard work.

A Mediator

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APPENDIX A

PRODUCTS AVAILABLE FROM OSPI SPECIAL EDUCATION

The following products are available through the Office of Superintendent ofPublic Instruction. They may be accessed through the OSPI Special Educationhome page at www.k12.wa.us/soecialed. You will find important announcements,most special education publications, staff directory, Special Education AdvisoryCouncil (SEAC) information, links, events, and much more. To request a hardcopy of publications, call (360) 725-6075 or TTY at (360) 586-0126, or e-mail atspeced @ospi.wednet.edu. One copy per request. Most documents are alsoavailable on computer disk. Please specify platform and preferred softwareprogram when requesting materials on disk.

Attention Deficit HyperactivityDisorder Handbook

Information about DisputeResolution Mechanisms forSpecial Education Students:Mediation, Citizen's Complaintsand Due Process

Evaluation and Assessment inEarly Childhood SpecialEducation: Children Who AreCulturally and LinguisticallyDiverse

Guidelines for Participation andTesting Accommodations forSpecial Populations on theWashington Assessment ofStudent Learning (WASL)

Identification of Students withSpecific Learning DisabilitiesState of Washington SevereDiscrepancy Tables

Mediation in Special Education(Brochure or Booklet)

Ninth Annual Report of SpecialEducation Services in WashingtonState

A -1

Non-Public Agency Application

Orientation Level Training forSchool Employees WhoAdminister Oral Medications toStudents

Post-School Status Report, 2001Special Education Graduates

Notice of Procedural Safeguardsfor Special Education Studentsand Their Families(also available in Cambodian,Korean, Russian, Spanish, andVietnamese)

Productive Learning in a SafeEnvironment for Each Child

Report for Behaviorally At-RiskStudents

Special Education andInstitutional Education Directory(updated annually)

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Special Education and the Law: ALegal Guide for Families andEducatorsWhat Parents andEducators Should Know About theLaws and Court Decisions ThatAffect the Education of StudentsWith Disabilities in WashingtonState

State Forms for Services toStudents in Special Education(also available in Cambodian,Korean, Russian, Spanish, andVietnamese)

State of WashingtonRules for the Provision ofSpecial Education toSpecial Education StudentsChapter 392-172 WAC

Task Force on BehavioralDisabilities, Final Report

Technical Assistance Paper No. 1The Individuals with DisabilitiesEducation Act: A Review of theBasics

Technical Assistance Paper No. 2The Individuals with DisabilitiesEducation Act: DisciplineProcedures Under IDEARegulations

Technical Assistance Paper No. 3Questions Regarding SpecialEducation Regulation Changes forBirth to Three Services

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APPENDIX B

ACRONYMS

Following is a list of acronyms that may be used in this document or that you mayfind in reading other materials.

504 Section 504 of the Rehabilitation Act of 1973

619 Section 619 of the Individuals with Disabilities EducationAct (3 through 5 year olds)

ADA Americans with Disabilities Act

ADD/ADHD attention deficit disorder/attention deficit hyperactivitydisorder

CD communication disordered

CEC Council for Exceptional Children

CSPD Comprehensive System of Personnel Development

41111 DD developmentally delayed

DDC Developmental Disabilities Council

DSHS Department of Social and Health Services

DVR Division of Vocational Rehabilitation

EBD Emotionally/behaviorally disabled

EDGAR Education Department General AdministrativeRegulations

EHA Education for All Handicapped Children Act

ESD Educational Service District

FAPE free appropriate public education

FAS/FAE fetal alcohol syndrome/fetal alcohol effect

FEPP Family/Educator Partnership Project

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FTE full-time equivalent

GEPA General Education Provisions Act

ICC Interagency Coordinating Council

IDEA Individuals with Disabilities Education Act

IEE independent educational evaluation

IEP individualized education program

IFSP individualized family services plan

ITEIP Infant Toddler Early Intervention Program

JRA Juvenile Rehabilitation Administration

LD/SLD learning disability/specific learning disability

LEA local educational agency

LEP limited English proficient

LRE least restrictive environment

MAA Medical Assistance Administration

MR mental retardation

NASDSE National Association of State Directors of SpecialEducation

NECTAS National Early Childhood Technical Assistance System

OCR Office for Civil Rights

OSEP Office of Special Education Programs

OSERS Office of Special Education and Rehabilitative Services

OSPI Office of Superintendent of Public Instruction

OT occupational therapist

PAVE Parents Are Vital in Education

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PT physical therapist

RFP request for proposals

RRC regional resource center

SEA state educational agency

SEAC Special Education Advisory Council

SETC Special Education Technology Center

SLP speech-language pathologist

SOP state-operated program

TBI traumatic brain injury

WAEYC/ Washington/National Association for the Education ofNAEYC Young Children

WASA Washington Association of School Administrators

0 WEdNet Washington Education Network

WSD Washington State School for the Deaf

WSSB Washington State School for the Blind

WWW World Wide Web

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APPENDIX C

DISABILITY CATEGORIES

Special education and necessary related services are provided to students whomeet Washington State eligibility criteria under one of the disability categoriesdefined below. Students must meet specific eligibility criteria for one of thesedisability categories. For detailed eligibility criteria, refer to WAC 392-172-114through 392-172-148. In addition, there must be documented an adverseeducation impact and need for special education and necessary related servicesbecause of a student's disability.

Developmentally Delayed. Children aged 3 to 9 who are delayed in cognitivedevelopment, communication development, physical development, social oremotional development, and adaptive communication or qualify for one of theother eligibility categories below and are in need of special education and anynecessary related services. Children who meet the eligibility requirements whoare aged birth to 3 should have access to early intervention services underPart C.

Emotionally/Behaviorally Disabled. Students who exhibit one or more of thefollowing characteristics over a long period of time and to a marked degree:inability to build or maintain satisfactory interpersonal relationships with peersand teachers; inappropriate types of behavior or feelings under normalcircumstances; general pervasive mood of unhappiness or depression; physicalsymptoms or fears associated with personal or school problems.

Communication Disordered. Students who have a documented communicationdisorder such as stuttering, voice disorder, language impairment, and/or impairedarticulation which adversely affects a student's educational performance andrequires specially designed instruction.

Orthopedically Impaired. Students who lack normal function of muscles, joints,or bones due to congenital anomaly, disease, or permanent injury and suchconditions adversely affect educational performance and require speciallydesigned instruction.

Health Impaired. Students who have limited strength, vitality or alertness,including heightened alertness to environmental stimuli, due to chronic or acutehealth problems, such as a heart condition, rheumatic fever, nephritis, asthma,attention deficit disorder or attention deficit hyperactivity disorder, sickle cellanemia, hemophilia, lead poisoning, leukemia, or diabetes, that adversely affecttheir educational performance and require specially designed instruction.

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Specific Learning Disability. Students who have a disorder in one or more ofthe basic psychological processes involved in understanding or using spoken orwritten language. This may include problems in listening, thinking, speaking, orcommunicating clearly; reading with comprehension, writing legibly and withmeaning, spelling, and accurately performing mathematical calculations,including conditions such as perceptual disabilities, brain injury, minimal braindysfunction, dyslexia, and developmental aphasia. A learning disability isindicated by a severe discrepancy between the student's intellectual ability andacademic achievement.

Mental Retardation. Students demonstrate significantly subaverage generalintellectual functioning, existing concurrently with deficits in adaptive behaviorand manifested during the developmental period, that adversely affects theireducational performance and requires specially designed instruction.

Multiple Disabilities. Students who have two or more disabling conditions,which adversely affects educational performance and requires specially designedinstruction, the combination of which causes such severe educational needs thatthey cannot be accommodated in special education programs solely for one ofthe impairments. The term does not include deaf-blindness.

Deafness. Students who have a hearing impairment that is so severe that thestudent is impaired in processing linguisticinformation through hearing, with orwithout amplification, that adversely affects their educational performance andrequires specially designed instruction.

Hearing Impairment. Students who have a permanent or fluctuating hearingimpairment, but is not included under the definition of deafness, whether whichadversely affects their educational performance and requires specially designedinstruction.

Visually Impaired. Students who have a visual impairment, which even withcorrection adversely affects the student's educational performance and requiresspecially designed instruction. The term includes both partial sighted andblindness.

Deaf-Blindness. Students whose hearing and vision impairments, incombination, cause such severe communication and other developmentaleducational problems that they cannot be accommodated in special educationprograms solely for students with deafness or blindness. The impairmentsadversely affect the student's educational performance and require speciallydesigned instruction.

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Autism. Students who have a developmental disability significantly affectingverbal and nonverbal communication and social interaction, generally evidentbefore age 3 that adversely affects a student's educational performance andrequires specially designed instruction. Students in this category have a range ofintellectual abilities. Other characteristics often associated with autism areengagement in repetitive activities and stereotyped movements, resistance toenvironmental change or change in daily routines, and unusual responses tosensory experiences. The category of autism includes students with pervasivedevelopmental disorders if the students meet eligibility criteria.

Traumatic Brain Injury. Students who have acquired injury to the brain causedby an external physical force resulting in total or partial functional disability and/orpsychosocial impairment that adversely affects educational performance andrequires specially designed instruction.

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APPENDIX D

WASHINGTON STATE RESOURCES

Office of Superintendent of Public Instruction

Old Capitol BuildingPO Box 47200Olympia, WA 98504-7200

State Superintendent of Public Instruction(360) 725-6000

OSPI Special Education

Special Education Learning Improvement(360) 725-6080Special Education Operations(360) 725-6075TTY: (360) 586-0126Fax: (360) 586-0247E-mail: speced @ ospi.wednet.eduwww.k12.wa.us/specialed

Special Education Advisory Council (SEAC)

Office of Superintendent of Public InstructionExecutive Secretary: (360) 725-6075

Educational Service Districts

Educational Service District 1011025 W. Indiana Ave.Spokane, WA 99205-4400(Adams, Ferry, Stevens, Pend Oreille,Lincoln, Spokane, and WhitmanCounties)

Educational Service District 10533 S. Second Ave.Yakima, WA 98902(Kittitas, Yakima, part of Grantand part of Klickitat Counties)

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(509) 456-7086Fax (509) 456-2999

(509) 575-2885Fax (509) 575-2918

Educational Service District 1122500 NE 65th Ave.Vancouver, WA 98661-6812(Clark, Cowlitz, Skamania, Wahkiakum,part of Klickitat and part of PacificCounties)

Educational Service District 113601 McPhee Rd. SWOlympia, WA 98502-5080(Grays Harbor, Mason, Lewis, Thurstonand part of Pacific Counties)

Educational Service District 1233918 W. Court St.Pasco, WA 99301(Asotin, Columbia, Garfield, Walla Walla,Franklin, and Benton Counties; OthelloSchool District)

North Central Educational Service District 171PO Box 1847Wenatchee, WA 98807-1847(Chelan, Douglas, Okanogan andpart of Grant Counties)

Northwest Educational Service District 189.205 Stewart Rd.Mount Vernon, WA 98273-5462(Island, San Juan, Skagit, Snohomish,and Whatcom Counties)

Olympic Educational Service District 114105 National Ave. N.Bremerton, WA 98312(Kitsap County except Bainbridge Island; Jeffersonand Clallam Counties; North Mason School Districtin Mason County)

Puget Sound Educational Service District400 SW 152nd St.Burien, WA 98166-2209(King and Pierce Counties; Bainbridge IslandSchool District in Kitsap County)

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(360) 750-7500Fax (360) 750-9706

(360) 586-2933Fax (360) 586-4658

(509) 547-8441Fax (509) 546-4372

(509) 665-2610Fax (509) 662-9027

(360) 424-9573Fax (360) 424-2146

(360) 479-0993FAX (360) 478-6869

(206) 439-3636FAX (206) 439-3961

State Needs Projects Funded bythe Office of Superintendent of Public Instruction

Projects funded with federal discretionary monies that benefit the state as awhole or would not otherwise be available in a given region are known as "stateneeds" projects.

The Autism Outreach Project is a statewide system in which the identification,program, development, placement, and staff development activities arecoordinated to ensure that all school districts, parents, agencies, and studentsare appropriately served throughout the state of Washington.

Autism Outreach Project205 Stewart Rd.Mount Vernon, WA 98273(888) 704-9633www.autism.esd189.org

The Bates Technical College (BTC) Paraeducator Training Programaddresses an increasing demand by paraeducators for appropriate, accessible,and affordable training. This statewide video-based training program offers theopportunity to earn college credit at home or work and schedule courseworkaround job and family responsibilities. There are no campus visits or classes toattend. Hundreds of people have availed themselves statewide of this uniqueeducational opportunity.

Bates Technical College1101 S. Yakima Ave.Tacoma, WA 98405(253) 680-7230(888) 872-7221www.bates.ctc.edu/paraeducator/para00.htm

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The BEACONS Project (Behavioral and Emotional Assessment and Curriculumfor the Ongoing Needs of Students with or at Risk of Developing EmotionalDisturbance) has demonstration sites at elementary schools in the Shoreline,High line, West Valley, and Evergreen School Districts. These schools areestablishing and modeling structures and strategies which help students withchallenging behavior as well as those identified as emotionally/behaviorallydisabled.

BEACONSUniversity of Washington Special Education102 Miller HallPO Box 357925Seattle, WA 98195-3600(206) 543-1827www .depts.washington.edu /beaconsl

The Center for Change in Transition Services is a collaborative effort betweenOSPI Special Education and the Washington State Department of Social andHealth Services, Division of Vocational Rehabilitation.

Center for Change in Transition ServicesUniversity of WashingtonExperimental Education UnitPO Box 357925Seattle, WA 98195(206) 543-4011www.depts.washington.edu/ccts/

The Early Childhood Inclusion Project (WAEYC) supports school districts andtheir community programs collaborating to create inclusive early childhoodclassrooms for children aged 3 to 5. The project provides small planning grants,training, and technical assistance to local collaborative teams.

Early Childhood Inclusion Project841 N. Central Ave., Suite 206Kent, WA 98032(253) 854-2565www.waeyc.org

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The Family/Educator Partnership Project (FEPP) serves as an in-statenetwork to increase positive family/educator partnerships for students withdisabilities. Coordinators work with families, school districts, and the ESDs toshare information and resources and encourage them to work together.

The Arc of Washington State2600 Martin Way E., Suite DOlympia, WA 98506(360) 357-5596(888) 754-8798www.arcwa.org

The Special Education Technology Center (SETC) is the only project of itskind that allows schools to borrow and evaluate expensive technology, determineits appropriateness for a student, and receive staff development training on thedevice. The SETC allows all districts to maintain the spirit and the letter of thelaw. It has three primary strands:

1. Maintain a lending library of hardware and software materials that are loanedto districts to evaluate their long-term benefit for specific children.

2. Training and inservice are available statewide to school districts and parentsregarding assistive technology.

3. Technology planning for identified children.

Central Washington University400 E. 8th Ave.Mail Stop 7413Ellensburg, WA 98926(509) 963-3350www.cwu.edu/-setc

Washington Sensory Disabilities Services (WSDS) provides information,training, technical assistance, and resources to families and educators statewideregarding individuals from birth to age 21 with sensory disabilitieschildren andyouth who are deaf, hard of hearing, visually impaired, blind or deaf-blind

North Central ESD 171PO Box 1847Wenatchee, WA 98807-1847(509) 665-2618VoiceTTTY: (800) 572-7000www.wsdsonline.org

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The Washington State Parent-to-Parent program is a statewide programdedicated to family support. Parent-to-parent programs provide emotionalsupport and information about disabilities and community resources to parentswho are just learning about or seeking new information about their child'sdisability, illness, or chronic health condition. Parent-to-parent programs inWashington State offer unique resources and support based on the needs oftheir individual communities. Washington State Parent-to-Parent is the umbrellaorganization that formally networks all 27 community-based parent-to-parentprograms in the state.

Washington State Parent-to-Parent4738 172nd Ct. SEBellevue, WA 98006(425) 641-7504(800) 831-5927state2p@earthlink.net

Washington State Special Education Training for All (WSSETA) provides six-hour workshops for staff and parents; each training is facilitated by a parent andan educator. The emphasis is not only on rights and responsibilities but also onbuilding lasting relationships while working as a team. Rules and regulations,state forms, and paraeducator competencies are used in this training. WEA clockhours are available.

Washington Education Association33434 8th Ave. S.Federal Way, WA 98003-9985(253) 588-0637cperkins2@mindspring.com

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Department of Social and Health Services

Information and Referral (360) 902-8400Secretary (360) 902-7800

Children's AdministrationAssistant Secretary (360) 902-7820Director, Program and Policy (360) 902-7911Supervisor, Out-of-Home Services (360) 902-8020Director, Licensed Resources (360) 902-7999

Division of Child and Family Services (DCFS)Region 1 Spokane (509) 363-3363Region 2 Yakima (509) 575-2641Region 3 Everett (425) 339-4776Region 4 Seattle (206) 352-2139Region 5 Tacoma (253) 983-6258Region 6 Olympia (360) 413-3405

Health and Rehabilitative Services AdministrationAssistant Secretary (360) 902-7799Director, Alcohol andSubstance Abuse (360) 438-8200

Director, Deaf and Hardof Hearing Services (360) 902-8000

Director, Mental Health Division (360) 902-0790Child Study Treatment Center (253) 756-2504Director, Division ofVocational Rehabilitation (360) 438-8008

Division of Developmental Disabilities (DDD)Director (360) 902-8484Infant Toddler Early

Intervention Program (360) 902-8490Region 1 Spokane (509) 458-2063Region 2 Yakima (509) 225-7975Region 3 Everett (425) 339-4838Region 4 Seattle (206) 568-5711Region 5 Tacoma (253) 593-2820Region 6 Olympia (360) 753-4676

Juvenile Rehabilitation AdministrationAssistant Secretary (360) 902-7804

Medical Assistance AdministrationAssistant Secretary (360) 902-7807

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Department of Health

Information and Referral (360) 236-4501Secretary (360) 236-4030Assistant Secretary, Community

and Family Health (360) 236-3723Director, Maternal and Child

Health (360) 236-3581Manager, Children with Special

Health Care Needs (360) 236-3521

Department of Community, Trade and Economic Development

Information and Referral (360) 725-4000Director (360) 725-4000Assistant Director, Community

Services (360) 725-2911Managing Director, Children'sServices Unit, Early ChildhoodEducation and AssistanceProgram (ECEAP) (360) 725-2829

Developmental DisabilitiesPlanning Council (360) 586-3558

Department of Services for the Blind

Information and Referral (360) 586-1224(800) 552-7103

Director (360) 586-6981

Schools for the Deaf and Blind

Washington State Schoolfor the Blind (360) 696-63212214 E. 13th St.Vancouver, WA 98661-4120www.wssb.wa.gov

Washington State Schoolfor the Deaf (360) 696-6525611 Grand Blvd.Vancouver, WA 98661-4918www.wsd.wa.gov

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State Disability Organizations

Autism Society of Washington(360) 943-2205www.autismsocietyofwa.org

Brain Injury Association of Washington(800) 523-5438www.biawa.org

United Cerebral Palsy of Washington(866) 812-8736(253) 565-1463www.ucp-southpugetsound.org

Epilepsy Foundation of Washington(800) 752-3509www.epilepsyfoundationwash.org

FAS Family Resource Institute(800) 999-3429www.fetalalcoholsyndrome.com

Learning Disabilities Association of Washington(800) 536-2343(425) 882-0820www.Idawa.org

Evergreen Spina Bifida Association(253) 841-5717

Washington State Tourette Syndrome Association(206) 781-9035www.tourette.net/wa

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Additional Resources

Client Assistance Program(206) 721-5996(800) 544-2121 (in Washington State) TTYwww.wata.org/resou rce/legal/agencies/cap. htm

Council for Exceptional Children(253) 571-1096www.cec.sped.org

Early Childhood Development Association of Washington (ECDAW)(206) 325-8477www.boyercc.org

Sound Options Mediation and Training Group, L.L.C.PO Box 11457Bainbridge Island, WA 98110-5457(800) 692-2540

Washington PAVE (Parents Are Vital in Education)(800) 5-Parent(253) 565-2266www.washingtonpave.org

Washington Protection and Advocacy System(206) 324-1521www.wpas-rights.org

Washington State Fathers' Network(Support and Resources for Fathers of Children with Special Needs)(425) 747-4004, Ext. 218www.fathersnetwork.org

Washington State PTA(800) 562-3804(253) 565-2153www.wastatepta.org

Washington State Relay Service(800) 833-6384(800) 833-6384TTY: (888) 833-6388

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APPENDIX E

NATIONAL RESOURCES

American Association on Mental Retardation(800) 424-3688www.aamr.org

American Council for the Blind(800) 424-8666www.acb.org

American Foundation for the Blind(800) 232-5463www.afb.org

American Society for Deaf Children(800) 942-2732www.deafchildren.org

Attention Deficit Disorder Association (ADDA)(800) 487-2282www.add.org

Children and Adults with Attention Deficit Disorders (CHADD)(800) 233-4050www.chadd.org

Cornucopia of Disability Information (CODI)www.codi.buffalo.edu/

Down Syndrome Society(800) 221-4602www.dss.org

National Down Syndrome Congress(800) 232-6372www.ndscenter.org

Family and Advocates Partnership for Education (FAPE)(888) 248-0822www.fape.org/

The Family Village(608) 263-5776www.familyvillage.waisman.edu

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IDEA Partnerships(877) CEC-IDEAwww.ideapractices.orgInternet Resources for Special Childrenwww.irsc.org

National Alliance for the Mentally III(800) 950-6264www.nami.org

National Early Childhood Technical Assistance System (NEC*TAS)(919) 962-2001www.nectas.unc.edu

The National Information Center for Children and Youth with Disabilities(NICHCY)(800) 695-0285www.nichcy.org

Office of Special Education Programs(202) 205-5507www.ed.gov/offices

Office for Civil RightsSeattle Office(206) 220-7900www.00R_Seattle@ed.gov

Spina Bifida Association of America(800) 621-3141www.sbaa.org

Tourette Syndrome Association(888-486-8738)www.tsa-usa.org

United Cerebral Palsy Association(800) 872-5827www.ucp.org

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